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CHALLENGES AND PROSPECTS OF PRIMARY SCIENCE TEACHING IN NIGERIA

Article · January 2012

DOI: 10.5707/cjeducres.2012.5.2.32.37

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Jacob Kola Aina

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 Continental J. Education Research 5 (2): 32 - 37, 2012 ISSN: 2141 - 4181
© Wilolud Journals, 2012 http://www.wiloludjournal.com
Printed in Nigeria doi:10.5707/cjeducres.2012.5.2.32.37

CHALLENGES AND PROSPECTS OF PRIMARY SCIENCE TEACHING IN NIGERIA

Aina, Jacob Kola

Department of Physics, Kwara State College of Education (T) Lafiagi, Kwara State, Nigeria.
Email: [email protected]

ABSTRACT
The study was a descriptive survey of science teaching in primary school in Edu Local Government
Area of Kwara State, Nigeria. Questionnaire containing 30 items in two sections was used to sample
teacher’s views on science teaching in primary schools. Analysis of the returned questionnaire was
done using frequency count and percentages. Results revealed that unqualified science teachers teach
science, lack of science laboratory and library with relevant science textbooks. One of the
recommendations was that unqualified science teachers should not be allowed to teach science in
primary schools.

KEYWORDS: Challenges, unqualified teacher, science laboratory, science teaching, prospect, primary
science

INTRODUCTION
Background to the problem
Science is a body of knowledge characterized by unbiased observation and systematic experimentation. In all
level of education and in any nation of the world science is the same but the teachings differ. To have good
results in any human endeavour there must be a good foundation, that is why science teaching in primary school
should be taken very serious. According to Momoh (2001), primary education is the foundation of formal
education on which the subsequent levels of the nation’s education system rest.

Since introduction of science into Nigeria primary schools a lot of achievement has been made but at the same
time there are many challenges. Aina (2010) confirmed the presence of unqualified science teachers in primary
schools as one of such challenges. For a sound teaching of primary science, teachers in primary schools must be
given urgent and adequate attention as opined by Momoh (2001).

Science is different from all other disciplines and its teaching and curriculum must be different too. Akinola
(2006) observed poor teacher’s method of teaching and structuring of curriculum as problems of primary
science teaching. Uchenna (2005) affirmed that, the greatest challenge in education in Africa has been the
question of curriculum development, especially science curriculum at all levels of education.

Maduabum (1991) in a paper titled primary school science teaching in Nigeria: A need for re-appraisal, said
primary education is the bedrock of our educational continuum and it requires a solid foundation in science.

Science must be made real to the pupil in primary schools through good method of teaching, use of good
instructional materials and improvisation where necessary. According to Daniel (2001), teachers need to be
exposed to the production and learning materials using available resources especially at this age of information
technology.

Abimbola (1999) observed that, the primary purpose of using instructional materials in teaching and learning
process is to make teaching more effective and facilitate learning. However, it will amount to wasteful exercise
if a teacher decides to use materials that are not readily available or too cost to purchase; therefore the idea of
improvisation set in.

Okoye (2007) affirmed that, the quality of an educational programme of a school is determined to a very great
extent by the quality of its library.

This study focuses on areas of progress in primary school science teaching and areas of major problem.

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 Aina, Jacob Kola: Continental J. Education Research 5 (2): 32 - 37, 2012

Research questions
The following questions were raised to guide the study:
1. Are there enough qualified science teachers in primary school?
2. Are there opportunities for staff development in primary school?
3. Do teacher conduct practical for the pupils?
4. Are there enough instructional materials in school and where not enough, do teacher improvised?
5. Are there libraries with relevant science books in your schools?
6. Are the teachers using right method of teaching?
7. Through what means do the primary schools get their teaching equipment?

PROCEDURE
The research was a descriptive survey type. The target population was all primary school teachers in Kwara
Sate. The sampled population was all teachers teaching science in Edu Local Government Areas public primary
school, Kwara State. A total of 118 science teachers in public primary schools took part in the study.
Questionnaire developed by the researchers containing 7 items and 23 items in section A and B respectively was
used to collect data.

The researcher personally took the questionnaire to the Local Government Board through which it was
administered to the teachers and collected back. The data collected were analyzed using frequency count and
percentages. The result is presented in the Tables 1-12 to answer research questions raised.

RESULTS
Research question 1: Are there enough qualified science teachers in primary school?

Table 1
Item % yes % no % void
T
a
b
l2 60 30 10
e12 26 73 1

2: Teachers’specialization
Specialization Number Percentage (%)
Science 43 36.4
Social studies 46 39
Others 28 23.7

Table 3: Teachers’ subject specialization

Science Specialization Number Percentage (%)
Biology 7 16.3
Chemistry 5 14.6
Physics _ _
Integrated science 31 72.1
Others - -

Table 4: Teachers’ qualifications

Qualification Grade II NCE B.Ed Others
Frequency (%) 5 84 10 1

Tables 1, 2, 3 and 4 revealed that 60% of the teachers are qualified trained teachers but with low percentage of
qualified science teacher compared to social studies teachers; 72.1% of those teachers who specialises in
sciences are in integrated science and 84% of the teachers are NCE holder

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 Aina, Jacob Kola: Continental J. Education Research 5 (2): 32 - 37, 2012

Research question 2 Are there opportunities for staff development in primary school?

Table 4: Staff development

Item % yes % no % void
4 60 39 1
5 38 51 11

From Table 4 many of the teachers had attended seminar, conferences and workshops and only 38% of them had
enjoyed in-service training since they have been teaching.

Research question 3: Do teacher conduct practical for the pupils?

Table 5: Practical for pupils

Item % yes % no % void
8 2 98 _
9 68 32 _

Table 5 shows that there are no science laboratories in primary schools, but practical lessons are conducted for
pupils.

Research question 4: Are there enough instructional materials in school and where not enough, do teacher
improvised?

Table 6: Availability of Instructional materials

Item % yes % no % void

15 98 2 _
16 92 8 _
17 88 4 8
18 96 3 1
19 83 12 5
20 88 10 2
22 65 26 9

Table 6: The table indicated that there are instructional materials and that teaching aids enhance better
understanding of science. Where instructional materials are not available 88% of the teachers improvised and
65% of these teachers allowed pupil to participate in the process of improvisation.

Research question 5: Are there any library with relevant science books in primary schools?

Table 7
Item % yes % no % void
6 4 93 3
7 31 67 2

Table 7 revealed that only 4% had library and 67% of these library had no relevant science textbooks.

Research question 6: Are the teachers using right method of teaching?

Table 8: Methods of Teaching

Method Demonstration Discovery Field trip Discussion Project Others
Frequency 38 32 _ 14 _ 16

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 (%)

Table 8 revealed that 38 and 32% of the teachers used demonstration and discovery method of teaching
respectively. None of the teachers used project and field trips methods
Aina, Jacob Kola: Continental J. Education Research 5 (2): 32 - 37, 2012

Research question 7: Through what means do the primary schools get their teaching equipment?

Table 9: Source of supply of science equipment.

Sources Government Community School Others

management
Frequency (%) 61 2 12 22

Table 9 revealed that government is the major source of supply of science equipment.

Table 11: Years of teaching experience

Years Less than 3 3-10 Above 10
Frequency (%) 2 56 42

Table 12: Period of teaching per week

Period Once Twice More than twice
Frequency (%) 3 18 78

Tables 11 and 12 revealed that many teachers had been long in teaching and science is prominent in school
time table.

DISCUSSION
From this research it is obvious that science teaching in primary school is facing some challenges.

Most of the teachers teaching science in primary school are not qualified science teachers. The majority of
teachers here are social studies specialist, this will not help good teaching of science concepts because they
will only teach what they know and leave what they don’t know or at worst teach such concepts badly. Pupils
of such schools will not be able to do serious science in their future career because of the poor foundation. The
qualification of teachers here are very low, there is a limit to what an NCE graduate can go in teaching modern
science in primary school.

Absence of laboratory in primary school is a big challenge to science teaching. Teaching science without
laboratory is like surgical operation without a theatre room. Pupils here will not be able to appreciate the
discovery nature of science.

Library is indispensable in any school setting at this era of information technology. The importance of library
cannot be overemphasized as opined by Lawal (2002) that, library is a dynamic institution providing societal
information needs and preserving societal records in the most systematic and scientific manner.

Method of teaching has gone beyond the traditional method of talk and chalk method. For pupils to be
interested in science there is the need to use method like field trip and project method this will enable them
explore the nature which is the main theme of science.

Government bearing the huge burden of supplying science equipment is not good enough as seen in this study.
Individual, agencies and corporate bodies should equally be actively involved in supplying science equipment
in schools.

From this research teachers in primary schools are doing well in using instructional materials for teaching and
improvised where such materials are not available. This is highly encouraging as price of science equipment
are very high in the market due to economic problem.

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Science teachers in primary schools attends seminars, workshops and conferences regularly as observed from
the study, however , the level of in-service training is still very low. Seminar, workshop and conference help
teachers to update their knowledge on current issues in science teaching.

Teachers in this study are highly experienced which is good for a primary school setting because the age of
pupils here need experienced teachers to lay a good foundation of science.
Aina, Jacob Kola: Continental J. Education Research 5 (2): 32 - 37, 2012

Science teaching in these schools is made prominent on the school time-table as revealed by the study. Pupil
will learn and retain what they have learnt when they are taught several times as it is done in these schools.

CONCLUSION AND RECOMMENDATIONS

It is therefore concluded that science teaching in Edu Local Government primary schools are facing challenges
of unqualified science teachers, lack of science laboratory, lack of library and poor teaching method. However,
teacher uses instructional materials for teaching and improvised where necessary, teachers develop themselves
through seminar, workshop/ conference and in- service training.

The following recommendations are suggested for the purpose of this study.

Unqualified science teachers should not be allowed to teach science in primary schools.

Government should build standard primary school laboratory and equip it with relevant science equipment.

Library should be provided for every primary school with relevant science books.

ACKNOWLEDGEMENT
First and foremost I want to acknowledge the contribution of all the authors whose work I have cited in this
study. I want to also appreciate the contribution of the Dean, School of Science College of Education (T) Lafiagi
in person of Dr. Ajao A. M who is my partner in research work. Finally, I thank my family for their contribution
to this research work.

REFERENCES
Abdullahi, A. (1982). Science teaching in Nigeria: The author.

Abimbola, A. (1999). Principles and practice of educational technology. Ibadan International Publisher.

Aina, J.K. (2010). The prospective physics teacher. In A.M. Ajao, (Eds.), Basic Concepts in Science 2 (pp133-
160): The author.

Akinola, B.M.A. (2006). Causes of mass failure in senior secondary school chemistry In Ijebu East Local
government area of Ogun State. Oro Science Educational Journal. 4(5&6),19.

Daniel, I.Y. (2001, September). Improvisation and use of instructional materials in science teaching. A paper
presented at NCCCE/UNESCO workshop for train the trainers’ workshop, Nigeria.

Ilemobade, A.A.(1994). Science and technology education. In O.O Akinkugbe (Ed), Nigeria and education: The
challenge ahead (pp. 226-254). Ibadan, Nigeria: Spectrum book.

Kola, A.J. (2007). Uses of Instructional Materials for Teaching and Learning Physics in Edu and Patigi Local
Government Areas, Nigeria. International Journal of Research in Education. 4(1&2), 74-79

Lawal, B.S. (2002). Relevance of information technology (IT) in the management of libraries in Kwara State.
Lafiagi Journal of Science Education 4 (1&2), 168-177.

Maduabum,M.A. (1991). Primary school science teaching in Nigeria. A need for re-appraisal. Journal of
Teacher Education 1 (1), 97-103

Momoh, A.Y. (2001). Primary education Sokoto State. The teacher factor. Journal of Teacher Education. 9 (1)
80-86.

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 Okoye, M.O. (2007). Innovative Strategies for Library Services, Development and Provision in Secondary
Schools for Universal Basic Education (UBE) Programme. International Journal of Research in Education 4
(1&2), 286-295.

Aina, Jacob Kola: Continental J. Education Research 5 (2): 32 - 37, 2012

Uchenna, C. (2005). Science Curricula Trends: Implication for Science Education for Future. Nigerian Journal
of Professional Teachers 1 (1), 172-180

Yoloye, E.A. (1994). Primacy Education. In O.O Akinkugbe (Ed),Nigeria and Education. Challenges Ahead
(pp. 42-61).Ibadan, Nigeria: Spectrum book.

Received for Publication: 28/10/2012

Accepted for Publication: 24/12/2012

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