TEACHING AND LEARNING PROBLEMS FACES BY

SCIENCE EDUCATION STUDENTS

(A CASE STUDY OF BAYERO UNIVERSITY, KANO)
KANO-NIGERIA

BY
S/N
1
2
3
4
5
6

NAMES
ZAINAB ALIYU HASSAN
HAUWA BELLO RABIU
HAUWA USMAN EL-MARZUQ
RUQAYYA SADIQA ISA
SAADATU ISAH
FATIMA ISMAIL

REG No:
EDU/10/B.Sc/00934
EDU/10/B.Sc/00935
EDU/10/B.Sc/00936
EDU/10/B.Sc/00939
EDU/10/B.Sc/00940
EDU/10/B.Sc/00941

BEING A RESEARCH PROJECT SUBMITTED TO THE

DEPARTMENT OF SCIENCE AND TECHNOLOGY EDUCATION,
BAYERO UNIVERSITY KANO IN PARTIAL FULFILLMENT FOR THE
AWARD OF BACHELLOR OF SCIENCE (B. SC. ED) EDUCATION
DEGREE

FEBRUARY, 2015
APPROVAL PAGE
1

Project Supervisor

Date

Dr. Garba Shuaibu

Head of Department

Date

Dr. Garba Shuaibu

Project Co-ordinator

Date

Mal. Nasiru Mukhtar

DEDICATION
This project is dedicated to our dear parent for their prayer, blessing, guidance,
moral and financial support. May Jannatul Firdaus be their final abode. Ameen

ACKNOWLEDGEMENT
All praises and thanks be to the Almighty for his protection, bounties, strength
He gave us throughout the course of study.
Our Heartfelt thanks goes to our dedicated and diligent supervisor. Dr. Garba
Shuaibu (H.O.D) for his support, kindness, his rational constructive criticism
and suggestions to make this project what it is and for his precious time he gave
us to go through the mistakes and ambiguities; May Almighty reward him
abundantly and continue to guide him throughout his life time, thank you Sir.
It would have been very difficult to attend this level of achievement, if not for
the care, prayers, love, moral support and assistance we got from our beloved
parent. May Almighty reward them abundantly and continue to guide them
throughout their life and Jannatul Firdausbe their final abode.
We express our sincere gratitude to all the lecturers especially the Head of
departments of Biological Science, chemistry and Physics and also Science
Education Department lecturers most especially Dr. IdrisIsa Danladi, Mal.
Usman.Yunusa.
And also our sincere thanks go to our beloved Husbands for their support,
prayers and encouragement. Our gratitude goes to all our family members,
friends and well-wishers.

Finally, our appreciations also go to all the science education students most
especially level 400 students for their cooperation. \

ABSTRACT
This research investigated the Teaching and Learning Problems faces by
Science Education Students in Bayero University Kano. The research work has
been design into five chapters; chapter one deals with introduction of the study,
chapter two deals with review of related literature. Chapter three deals with
methodology of the study, method of collecting data and method of data
analysis conducted in the research. Chapter four contains interpretation and
analysis. While chapter five contains summary, conclusion, recommendations of
research work. The research recommended that adequate facilities should be
provided, proper administration, teachers were advised to improve the method
of teaching and students should be hard working.

11

TABLE OF CONTENT
Title page

--

Approval page

--

ii

Dedication

--

iii

Acknowledgement

iv

Abstract

--

Table of content - -

vi

Introduction - Background of the study - Statement of the problem - Objectives of the study - Research questions Significant of the study - Scope and limitation of the study Operation definition of terms - -

1
1
1
2
2
3
3
3

2.2 Concept, theories and function of education - -

2.2.1 Concept, theories and function of teaching - -

2.2.2 Concept, theories and teaching of learning - -

Science education in Nigeria: Its nature aim and functions. -

CHAPTER ONE
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8

CHAPTER TWO
2.1 Introduction - - -

2.3

2.3.1 Science education - -

2.3.2 Aims of science education -

2.3.3 Function of Science Education -

2.4 Teaching and learning of science education -

2.5 Science Education Students -

10

13

2.6 Teaching and Learning problems faces by Science

Education Students - -

11

12

3.1 Introduction - - -

14

3.2 Research design -

14

3.3 Population of the study - -

14

3.4 Sample Population - -

14

3.4.1 Sample Size -

14

3.4.2 Sampling Technique -

15

3.5 Measuring Instruments -

15

3.6 Administration of Data Collection Technique - -

16

3.7 Problems encountered -

2.7 Summary - - CHAPTER THREE

16

3.8 Method of Data Analysis - -

16

CHAPTER FOUR
4.1 Introduction - - -

17

4.2 Presentation of data - -

18

19

22

26

4.2.1 Question by question analysis of the lecturers

questionnaire in section B -

4.2.2 Question by question analysis of likert-scale of

lecturers questionnaire in section C - -

4.2.3 Question by question analysis of students

questionnaire in section B -

15

4.2.4 Question by question analysis of likert-scale of the

students questionnaire in section C - -

29

4.3 Summary of the Findings - -

30

4.4 Discussion of Result -

31

CHAPTER FIVE
5.1 Introduction - - -

33

5.2 Summary -

--

33

5.3 Conclusion - - -

33

5.4 Recommendations - -

34

References - -

37

Questionnaire -

38

17

CHAPTER ONE
INTRODUCTION
1.1

Introduction

Education is an intuitive term that has no single definition. It can be

defined based on individual interest and perception or differently from
society to society. For example a society of hunters may see education as
the knowledge or ability to shoot a bow and arrow and kill animals in the
bush. Whereas every individuals are of the believe that education is the
total way of life, right from the time one is born till he dies for peaceful
and useful living in the society.
The field of science education comprises of science content and some
teaching pedagogy. The standard for science education is to provide
expectation for the development of understanding teaching and learning.
But despite these expectation science education students faces many
teaching and learning problem during their undergraduate study sessions
and thus, lead to failure and student unrest.
Therefore the basis of this research project is to make teaching and
learning lively for science education students; this may be done through
critical scrutiny of solution to the problem of science education student.
1.2 Background of the study
The foundation of western education in northern Nigeria was down laid
with the proclamation of northern Nigeria as a British protectorate on
December 27th,1899 by British administration. By 1933 the missionaries
expanded their activities in several place north of Zaria, among which
Kano was, generally the demand for Western education grew increasingly
in the north.
Science education is the field concern with sharing science content and
process with individuals. The first person credited with being as a science
teacher in a British public school is William Sharp, while in Kano State of

Nigeria Terence Driscoll was among the 12 British science teachers

employed at Dawakin Kudu science secondary school in 1977.
1.3 Statement of the problem
According to Esiovwa (2011)Science education students are faced with a
lot of challenges ,some of Which Include shortage of unqualified science
education teachers, lack of instructional materials used for teaching,
students perception on science education .This study therefore seeks to
establish the problems faced by science education students, the causes of
the problems and how these problems affect students performance ,with
the aim of suggesting and shedding light on how to improve the learning
and teaching condition of science education students.
1.4 Objectives of the Study
The objectives of the study are to;
(1)Identify the problems faced by science education students in teaching
and learning in Bayero University Kano.
(2)Examine the causes of the problems faced by science education
students in teaching and learning in Bayero University Kano.
(3)Determine the extent of the problems affecting the performance of
science education students in Bayero University Kano.
(4)Suggest solutions to the identified problems faced by science education
students in Bayero University Kano.
(5)Find ways of improving teaching and learning of science education in
Bayero University Kano.
1.5 Research Questions
(1) What are the problems faced by science education students in
teaching and learning in Bayero University Kano?

(2) What are the causes of the problems faced by science education
students in teaching and learning in Bayero University Kano
(3) How do these problems affect students performance in Bayero
University Kano?
(4) What are the solutions to the problems faced by science education
students in teaching and learning in Bayero University Kano?
(5)What are the mechanisms to be adopted in improving the condition of
science education in Bayero University Kano?
1.6 Significance of the study
Science education teachers are

in great demand in schools today,

however because of challenges faced by the students, they run away

from science education .As such the researchers belief that this study will
bring to light the problems faced by science education students ,for them
to be appreciated .It is hoped that the result of this research will make
teachers and public at large learn to appreciate science education
students and accord it the respect and assistance the student offering it
deserve during their study period.
A stable and democratic society is impossible without a minimum degree
literacy and knowledge on the part of most citizen, and without
widespread some common set of accepted values. This research
contributes to both, in consequence the gain from the research accrues
not only to the researchers but to the government, NGOS, parent and
society at large by finding ways to improve the teaching and learning of
science education in Bayero University Kano, and making parent and
society develop positive perception on science education.
1.7 Scope and limitation of the study
This research is limited to the problems of teaching and learning science
education in Bayero University Kano .The investigators are concerned with
the teaching and learning problems. The sample use for the research is
3

Bayero University Kano. The university offer science education courses,

the reason for limiting our research in this university is based on
convenience..
1.8 Operational definition of terms
Teaching: Is an act of communicating between teacher and students
in the process of impacting knowledge and skills.
Learning: it can be viewed as the process of behavior initiation,
modification or change.
Problem: it can be describe as difficulty which hinders teaching and
learning to both the
Science: Is the ordered arrangement of ascertained knowledge
including the method by which such knowledge is extended and the
criteria by which its truth is tested.
Student; is a person who studies a particular academic subject

CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1

Introduction

This chapter examine some past works related to the topic of our research
, in which materials and information of this chapter are collected from
different sources and reviewed. The review was done as follows;
1.
2.
3.
4.
5.
6.
2.2

The term education, teaching and learning

Science and science education in Nigeria
Teaching and learning of science education
Science education students
Teaching and learning problems faces by science education students
Summary and uniqueness of the study
Concept, Theories and functions of Education

The concept of education as given by a Western philosopher Plato

(427BC) Education is the capacity to feel pleasure and pain at the right
moment. It develops in the body and in the soul of the pupil all the beauty
and all the perfection which he is capable of.
The functionalist theory focuses on the ways that universal education
serves the needs of society. Durkhiem founder of functionalist theory
identify the latent role of education as socializing people into societys
mainstream.
The profounder of conflict theory Karl Mark, sees the purpose of education
as maintaining social inequalities and preserving the power of those
dominate the society.
One of the founders of Symbolic interactionist theory is Herbert Blumer,
they limit their analysis of education to what they directly observe
happening in the classroom.
Education has two fold function to perform in life of man and in society,
the one is utilityand other is culture. Education must enable a man to be
more efficient and quick train one for quick resolute and effective thinking.

2.2.1 Concept, Theories and function of Teaching

According to Onwuegbu (1979) teaching is an art as well as science.
Teaching as the profession of those who give instruction, especially in an
elementary, secondary or university.
Teaching function as a process of formal training, it provides direction for
educational development and use as a major base for evaluation. Also
teaching result determines increase in the rate of responding of existing
behavior.
2.2.2Concept, theory and function of learning
5

According to the behaviourist learning is not an active but passive process

of memorizing information that requires external rewards.
According to humanist, learning is a personal act of individual to fully
utilize his potential .B. Watson a Behaviourist sees education as a process
which neutral stimulus acquires all the characteristics of a natural
stimulus which was developed by Ivan Pavlov.
Jerume Bruner founder of Cognitivist theories conclude that peoples brains
are like computers and able to process information.
Lev Vygotsky founder of Constructivist theories assume that people are
able to process information and so learning is an active process of
constructing understanding.
According to Obed (1979) Learning is used to lay foundation or bases on
which the students can build. It also increases the aspirational level of the
students. It also makes students to cooperate. The researchers view
learning as a long lasting process of change in the behavior caused by
experience.
2.3 Science Education in Nigeria: its nature, aim and functions.
In trying to trace back the history of science education in Nigeria, one
would note that as far back as the second Half of the 19 th century. The
classical education schools were established like CMS, Grammar schools
,St .Gregory school, Methodist school and Baptist Boys High school in
Lagos. In these schools, science was taught in form of nature study. These
was due to the fact that missionaries felt it was wise to only train clerks,
interpreters and pastors at the expenses of science teaching.
In the 60s, more and more emphasis was placed on science such that the
teaching of nature study started giving way to health science. Generally
science and teaching of biology, chemistry and physic as separate
entities.

Finally, these basic science subjects were merged to form a subject called
integrated science. This trend of science development in our schools
curriculum is meant to ensure technology take off.
Bajah (1978) define integrated science as an approach to the teaching of
science in which concept and principles are presented so as to express
the fundamental unity of scientific thought and avoid primitive distinction
between the various scientific fields.
Integrated science is the type of science where emphasis is placed on the
fundamental unity of science.
The first international conference on integrated science teaching took
place in Wama (Bulgaria) in 1968.
Abdullahi (1982) said that integrated science becomes popular only
between 1957 and 1969. The first publication of Nigeria integrated
science project (NISP) was in 1970.It spell out the objectives of integrated
science, and since that time, this aspect of science has been later
inhibited by the later relevant address of our educational system.
Originally, it was meant for the first two years of the secondary school,
integrated is now taught in primary and junior secondary schools in
Nigeria. The later been of three years duration, this is in line with the
National policy On education(NPE) which adopted the 6-3-3-4 system of
studies both of which result from the case of integrated social science
both of which resulted from the new broad field curriculum integrated
science entails three main subjects biology, chemistry and physics.
2.3.1 Science education
According to Jacob Kola, Alexender, Gbenga Ogudunle, shola Sunday,
Olanipekun (2009) Science education is the study of biology, chemistry,
geography, mathematics, physic or agricultural science, in conjunction
with the principle and method of education to be able to share scientific
process and content and process with those who are not traditionally in
community. Science education should be concern with teaching of science
7

concepts and also address learners misconceptions about these science

concept.
2.3.2Aims of science education
The aims of science education according to the national policy on
education (2004) are:
i.Tocultivate inquiring, knowledge and rational mind for the conduct of a
good life and democracy.
ii. To produce scientist for national development
iii. To service studies in technology and the course of technology
development
iv. To provide knowledge and understanding of the complexity of the
physical world, the form and conduct of life.
Priyanka Nargia and et al(2012) reported in their journals the aims
of science education among others:
i.

To develop pupils understanding and experience of scientific

method, to understand its value and limits and to enable them

ii.

to apply the method.

To give pupils enough evidence based knowledge, to be able
to make informed personal judgments in order to lead health,

iii.

safe comfortable and environmentally sustainable lives.

To give practical experience of how scientist make observation
of the natural world, come up with the hypothesis and do

iv.

experiments to obtain support or disprove these hypothesis.

To develop an appreciation of how science has contributed to
the historical and cultural development of our society. This
means that every individual have the right to be engaged with
ideas that will help him\her to philosophically consider their

v.

own place in the universe.

To cause pupils to understand the importance of evidence
when making decisions and to be able to judge whether the

claims of media, advertisers, journalist, politicians e. t. c. are

evidence based and reliable.
2.3.3 Function of science education
According to Aina Jacob of the department of physics College Of
Eduction(Tech) Lafiagi, Kwara State (2013), in her journal , identified the
importance of science education.
1. Science education is very important to the development of any
nation in many areas. A graduate of physic education for example
can be self employed as many of the physics graduates have some
knowledge of electronics that is enough for them to be able to have
a little period of training as apprentices and then stand alone as
electronic

technicians.

For

instance,

semi

conductor

is

very

important in the modern technology that if properly learnt, it is

enough for one to stand upon for a living; semi conductor physics is
part of what any graduate in physics will learn and should learn. in
semi conductor it is very important in a growing economy like ours
in Nigeria, it is useful in ceramic a industry and a well trained
physics education graduate can be well establish in ceramic
industry.
2. Without science

education,

information

and

communication

technology would be impossible. Science and technology would not

be possible without science education, for instance engineering,
medicine, architecture e.t.c. will not be possible if there is no one to
teach the students the core subjects needed for these courses.
3. Biology education is very important to any growing economy like
Nigeria. Many graduates of biology education are self employed and
employers of labour, many owned schools for themselves where
people work and earned their living while some are into fish
business.
4. There are collages of education where students of chemistry
department are taught how to make dye and chalk, graduates of
these department can establish their own chalk business as soon as
they graduates. If supported with fund, many schools do not need to
9

buy chalk outside anymore and they can equally produce for other
schools.
5. Students will have practical experience of how scientist makes
observations of natural world and comes up with new ideas and
facts.
6. It helps people to understand and develop scientific method based
on experience to understand its value and limits and to enable
them to apply the method in field of education.
7. Students who successfully complete the program ample teaching
opportunities with schools and ministry of education.
8. Teachers are the backbone of any society, so science education
teachers produce doctors, lawyers and educationists.

2.4 Teaching and Learning of Science Education

According to Kola, Aina Jacob (2013) science education deals with sharing
of science content and process with individuals who are considered
traditionally to be member of scientific community, the individuals could
be students, farmers, market women or whole community.
Teaching and learning of science education starts from ancient times to
the present. In ancient Egypt which flourished from about 3000BC to
about 500BC, priest in temple schools taught not only religion but also the
principles of writing the sciences, mathematics and architecture.
Similarly in India, beginning in about 1200BC Indians priest taught the
principles of the Veda, the sacred texts of Hinduism, as well as science,
grammar and philosophy.
During the medieval period which lasted roughly from the 5 th to the 15th
century,

western

society

and

education

were

heavily

shaped

by

Christianity and, particularly the Roman Catholic Church. In the 10 th and

early 11th centuries, Arabic learning had a pronounced influence on
western education from contact with Arab scholars in North Africa and
10

Spain, western educators learned new ways of thinking about natural

science, mathematics, medicine and philosophy.
In Nigeria, prior to 1859 no science was taught in any school, at the
establishment of first secondary school, Christian missionaries school
grammar in 1859,arithmetic,

geometry, algebra and physiology were

introduced into school curriculum(Omolewe1977). Between 1859 and

1929, when a number of secondary and teachers training institutions were
founded, science subjects such as astronomy, chemistry, physiology,
geology and botany featured in their curriculum. As a result of number of
factors Omolewe 1977 reported that science teaching and learning
suffered in the hands of teachers and students entry performance at
external examination were very poor.
In universities, training science education has been controlled by the
faculties of education and science with the results that products do not
acquire the necessary experience to enable them match adequately with
their future encounter in school (Mani 1978, Ivowi 1981, Balogun 1983).
Teaching and learning science education is very important to the
development of nation that is why every nation must take it very serious
in all institutions of learning. Many of the developed worlds were able to
achieve so much in science and technology because of science education.
For example launching of sputnik by the Russian Government in october4,
1957 would not have been possible if not for the position they placed
physics in science education (Omosewo. E. O).
Science education comprises of three subjects namely Biology, Chemistry
and Physics which are combined with education and over the year there
has been low enrollment of students in these courses, in our institutions.
Interestingly as important as these courses, are students performance has
not been encouraging in them and this is worrisome and called for
investigation (Aina Jacob 2013).
Without science education information and communication technology
would be impossible. With science education; for instance engineering,
11

medicine, architecture e. t. c. will not be possible if there is no one to

teach the students the core subjects needed for these courses. Biology
education is very important to any growing economy like Nigeria. Many
graduates of Biology Education are self employed and employers of
labour, many owned schools for themselves were people works (Aina
2013).
2.5 Science Education Students
According to Zainab (2014) Science education students are those students
from the faculty of education of some universities in which students of the
department take general education courses, they also take courses from
various Departments of science in which their teaching subjects are
based.
The basic objectives of the department of science education is to train
science teachers who are academically and professionally competent to
educate students and makes them literate in the sciences at all levels of
the educational system. The science education students curriculum at
undergraduate level contains concepts in science education, health and
social aspects. The curriculum emphasizes mental and manual science
skill values and attitude. It aim at bridging the gap between students
science knowledge and their daily conduct, thus making science more
relevant to their lives in the 21 st century and to their aspiration for further
education. The purpose is to turn out dedicated and reliable science and
skilled in classroom management as well as in dealing with human beings.
Science education students who successfully complete the program have
ample teaching opportunities with the various ministries of education and
other sectors.
Science education students choose from the following subjects in their
courses of study. These are the subjects combination
Education Biology
Education Chemistry
12

Education Geography
Education Mathematics
Education Physics
Education Agriculture
2.6 Teaching and Learning Problems Faces by Science Education
Students.
Science education students are faced with many problems in teaching and
learning science education which include shortage of unqualified science
teachers

in Nigerian schools so called science teachers

are not

professionally qualified; they may have the knowledge of the subject but
lack the method. Aina Jacob on his study of challenges and prospects of
primary science teaching affirmed that there are unqualified teachers in
our schools; science teachers should use different strategies as there is no
single universal approach for specific class. Many science teachers still
hold to chalk and talk method which is not appropriate for science
teaching in this age (Aina Jacob 2013)
To ensure that teacher teach with a particular purpose, instructional
materials have been written in style. Owolabi 1980, Aminu 1980, Abijo
1981, Oludotun 1981 and Jegede 1982 have indicated that teachers do
not completely comply with this teaching strategy because of lack of
laboratory space and equipment in schools.
Despite the effort being made to produce science teachers for the school
system a recurring factor in our system is the low number of science
education graduates in universities and the equally number of students
performing well in the science subject at the ordinary level examination.
The vicious cycle of a few students qualifying for admission into
universities to do science and fewer science students graduate returning
to schools to teach science to an increased population of students has
made matters worse (Owolabi 1980 and Oludotun 1981).

13

Corruption is the greatest challenge to the development of education in

Nigeria, corruption leads to many problems the country is facing presently.
According to (Olagunju 2011) corruption leads to slow movement of files,
extortion in high ways, ghost workers in work places, election irregularities
and man more corruption makes school administrators mismanaged funds
meant for purchasing science equipment and ask science teachers to
make sure student still pass in examinations by all means. In many
universities and research institutes research has become history because
government preferred to use research money for election or hire security
for the family of the government officials than science education research.
According to Okebukola (2006) stable political system of government is
very essential to educational development of any nation. Nigeria has not
been

having

stable

political

system

of

government

since

her

independence in 1960.Many science equipment and infrastructures are

lying in waste in our schools because of instability in political government.
Nigeria is blessed with many natural resources on which her economy rest
upon, however over dependent on petroleum has seriously affected the
economy. The effect is on science since science equipment and apparatus
are inadequate in the country and the cost of importing these materials is
high because of exchange rate. According to Babatunde and Adefabi
(2011), all effort to shift focus of economy from oil industry to other
economic activities has not yield positive result because of corruption.
Science teachers salary and other allowances are not paid. Science
equipment are not supplied due to declining in output and slow economic
growth because of labour distortions redundancy of work force, brain drain
among others Ndiyo(2013)
2.7 Summary and Uniqueness of the Study
In the light of the above review it is obvious that science education is very
important to national development, poor method of teaching and teachers
attitudes to teaching, students perceptions on science subjects, unstable
political system of government, poor economy, corruption are the major
14

problems militating against its development in Nigeria as well as the use

of instructional materials for teaching and learning science.
An encyclopedia (2006), the science school stressed the significance and
effectiveness of substituting locally available materials in teaching as a
case for teaching the science in developing nations. The scarcity and cost
of imported materials for teaching and learning science has remain a
major hindrance to effective teaching and learning science in developing
countries. The fact that many teachers tend to wait for these imported
materials instead of improvising them for teaching was also emphasis.
The uniqueness of the study is that the reviewed literatures were base on
a single science education course, but this study was based on
combination

of

science

education

Mathematics, Chemistry and Geography.

15

courses

which

are

Biology,

CHAPTER THREE
METHODOLOGY OF THE STUDY
3.1 Introduction
This chapter deal with methodology of the study consisting of research
design, population of the study, sample population, sample size, sampling
technique, measuring instrument, administration of data collection
techniques, problems encountered and method of data analysis.
3.2 Research design
The research design used for this research is survey design .Survey design
is a method of collecting information or data by asking questions,
sometimes interviews are done face to face, other times questions are
given in mail or hardcopy (Field research cooperation institute 1985). The
researchers do not have the necessary control to manipulate the
independent variable or randomly assign subjects to groups. Since the
researchers are often concerned with variables that are not inherently
maniputable, as they are already existing in his subjects he often has no
choice other than to rely on already existing groups. Thus these studies
are mainly ex post facto. The approach used to observe is a case study.
3.3 Population of the study
The population for this study is 214 lecturers and 900 students, making a
total of 1,114 target population. The lecturers are from faculty of science
and science education departments, and the students are from science
education department in Bayero University Kano.
3.4 Sample population
The sample uses for this study are the lecturers from faculty of science
and science education department and students of science education
department.
3.4.1 Sample Size
16

The sampling technique used to determine the sample size is Krejcie and
Morgans (1970) table for determining sample size for research. There for
the sample size is 285.
Population of the lecturers;
Physics

34

Mathematics

30

Biological science 26
Plant biology

15

Micro biology

19

Chemistry
Geography

37
35

Science and technical education 18

Total= 214
Population of the students 900
Total population =900 +214=1114
Sample of the teachers =214/1114 285 =55
Sample of the students =900/1114285=230
Total sample =285
3.4.2 Sampling technique
The sampling technique used to determine the sample is Stratified
random sampling method using strata of lecturers and strata of students
and then the respondents are randomly selected. Based on this technique
the researchers selected the sample of 55 lecturers and 230 students.
3.5 Measuring instruments

17

The measuring instruments used to collect data for this study is

questionnaire; the questionnaire is divided into 3 sections. Section A
contains personal information of the respondent like gender, area of
specialization, level of the students etc. Section B contains fill in the blank
questions and section C contains optional questions. The questionnaire
entail 16 and 15 structured items of questions, which were administered
for the students and lecturers respectively, documentary analysis, books,
journal and articles were also used to collect data. These instruments
covered the factors of teaching and learning problems faces by science
education students in Bayero University Kano.
3.6 Administration of questionnaire
The questionnaires were administered in person to the respondents,
minimum of 2 week time limit was given to the lecturers and 10 days to
the students was giving for responding to the questionnaires. In addition
the names of the respondents were also omitted deliberately, because the
respondents tend to express their thought and opinion more freely under
closed

identity.

The

researchers

also

collected

the

questionnaire

personally in order to avoid misplacement through careless handling.

3.7 Problems encountered
At the process of administering the questionnaire, some respondents
refuse to even glance at the questionnaire; some respondents fail to
attend to the fill in the blank section. Likewise to and fro during collection
of the questionnaire due to lack of keeping promise from the respondents,
transportation problems. Abstract nature of the questionnaire open by the
respondents among others. The questionnaire was thorn in geography
department and some lectures from faculty of science have misplaced the
questionnaire administered to them.
3.8 Method of data analysis
In order to analyze the responses of both the students and lecturers,
scores on the options were arbitrarily assigned based on the following;
18

Agree
= 3 points
Undecided =2 points
Disagree
=1 point
Scoring of these items were carried out in both direction depending on the
meaning attached to each statement and in analyzing the data frequency
table, simple percentage, chi-square statistics were used.

19

CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
4.1 Introduction
This chapter deals with the analysis of the raw data, which has been
obtained from science students and lecturers of department of science
education and faculty of science by using questionnaire approach. This
was done with the view of finding out the teaching and learning problem
faces by science education students in Bayero University Kano.
Data was analyzed using frequency distribution table and simple
percentage. The research questions were analyzed one by one using the
questionnaire.
Table 7 and 13 was used in recording the scores awarded to each question
of the lecturers and students questionnaire according to their responses.
Therefore the points recorded for each question which represents the
lecturers or students responses were used in finding the percentage of
their responses as recorded.
11 questions has been set up, where by each response has its own point,
therefore the highest point is 3, and the lowest point is 1, but in finding
out percentage the researchers classified the responses in the following
order
113=33points
Which means the highest obtainable score is 33, while on the other hand
111=11points
Which means the lowest obtainable score is 11. 33 point was divided into
3 equal parts by creating 3 class intervals of 11-18, 19-26, and 27-33 with
class difference of 7.
To get the percentage of the responses the following order was applied
Disagree

11-18
20

Undecided 19-26
Agree

27-33

4.2 Presentation of data

The section A of the questionnaire was design to describe the personal
data of the respondents .Section B of the questionnaire is fill in the blank
format where by 4 items and 5 items are for the lecturers and students
respectively. Section C consist of optional questions which contains 11
structured items in both questionnaire.

21

4.2.1 Question By Question Presentation

Lecturers Questionnaire (Section B)

and

Analysis

of

Table 1: Lecturers Bio-Data Table

Dept

Biology

Chemist
ry

No. of
respon
ses
7

Gender

Male (6)
Female
(1)

Male (6)
Female
(1)

Area of
specializatio
n
Bsc.
Microbiology
Bsc. Botany

Frequen
cy

Working
experience

Frequenc
y

14
71
0
0
14
0
0
29
14

4
3

57 0-4
43 5-9
10-14
15-19
20-24
25-2930-34

Inorganic
chem.
Organic
chem.
Analytical

1
5
1

14 0-4
72 5-9
14 10-14
15-19
20-24
25-29
30-34

1
5
0
0
1
0
0
2
1
0
0
1
1
2

20 0-4
40 5-9
40 10-14
15-19
20-24
25-29
30-34
33 0-4
17 5-9
33 10-14
17 15-19
20-24
25-29
30-34

0
0
1
1
0
2
1
0
0
1
0
2
2
1

Mathem
atic

Male

computation
al Maths
-Algebra
-Differential
equation

1
2
2

Physic

Male

-Bsc (ed)
Physics
-Opto
electronic
-atmosphere
physics
-chemical
physics

2
1
2
1

22

0
0
14
14
29
0
0
20
20
0
40
20
0
0
17
0
33
33
17

Table 2: Problem Faced During Teaching of Science Subjects

S/no

Response

Frequen

1
2
3

cy
Inadequate teaching materials
20
Poor background
9
Inadequate
infrastructural 6

e
36%
16%
1o%

4
5
6

facilities
Poor administration
Large population
Non-participation

16%
15%
9%

7
8
9
10
11
12

students
Inadequate practical conducted
Demotivation of students
Lack of staff welfare
Inadequate power supply
Financial problem
Non proportionate students-

3
5
2
1
2
1

5%
9%
4%
2%
4%
2%

13
14
15

teacher ratio
Lack of morale
Poor salary
Language barrier

3
1
2

5%
2%
4%

of

9
8
the 5

Percentag

The table 2 above shows that majority of the respondents described

inadequate teaching material as their problem which account for 36%,
intermediate response 16%which is poor administration, and minimum
response is poor salary which account for 2%.

23

Table3: Causes of the Problems of Teaching Science Subjects

S/no
1
2

Responses
Poor background
Inadequate

Frequency
8
7

Percentage
15%
13%

facilities
Poor

11

20%

4
5
6

Administration
Government
Lack of funding
Unqualified

7
7
3

13%
13%
5%

teachers
Students

8
9
10

attitude
Transportation
1
Large population
6
Lack of parent 1

poor 3

5%
2%
11%
2%

intervention
Table 3 shows the majority (11) 20% of the respondents mentioned poor
administration, 11% mentioned large population, and 2% mentioned lack
of Parent intervention as part of the problem of teaching science subjects.
Table 4: How the Problems Affect the Student
S/no
1

Responses
Frequency
Poor
academic 17

Percentage
31%

performance
Psychological

13%

3
4
5

effect
Exam malpractice 2
Demotivation
7
Drastic
fall
in 2

4%
13%
4%

employers
confidence

Table 4 above shows the majority 17 (31%) of respondents mentioned the

problems affect the students in academic performance, while13%
indicated psychological effect, and 4% mentioned exam malpractice.

24

Table 5: Solution to the Problems

S/no
1

Responses
Adequate

Frequency
11

Percentage
20%

facilities
Good

16

29%

3
4
5

administration
Adequate funding 7
Qualified teachers 5
Hardworking
3

13%
9%
5%

6
7

students
Motivation
Proportionate

1
4

2%
7%

4%

student-teacher
ratio
Social

enlightment

The table above indicates the solution to the problems in which majority
29% of them mentioned good administration, 11% described good
background, and 2% mentioned motivation.
4.2.2 Question by Question Analysis of Lecturers Questionnaire in
Section C
Missing data= population sample Data obtained
55 26 =29Table 6: Percentage of Missing Data
Category

Frequenc

Percentage

Data

y
26

47%

obtained
Missing data

29

53%

Total

55

100%

25

Table 7 Lecturers Responses on Likert-Scales Point Questions

Question
Agreed Undecided
Disagreed

Total
percent

1 =4%

21 =81%

age
100%

0 =0%

1 =4%

100%

2 =8%

1 =4%

100%

4 =15%

9 =35%

100%

students problem
Science curriculum 5

6 =23%

15 =58%

100%

is too abstract
=19%
Parent
attitude 10

4 =15%

12 =46%

100%

4 =15%

7 =27%

100%

Science

education 4

is a difficult course =15%

The
negative 25
perception

of =96%

students
science
is

toward
education

due

to

poor

background
Student reading or 23
study culture affect =88%
his/her
performance

in

science
Community

15

contributes

to =50%

science

education

towards

science =39%

education
contributes
towards
students
in
education
Teachers

the
problem
science
in 15

26

competence

is =58%

among the cause

of

the

students

problem

in

teaching

science

subjects
The

teaching 12

8 =31%

6 =23%

100%

1 =4%

1 =4%

100%

0 =0%

0 =0%

100%

1 =4%

5 =19%

100%

method is learner =46%

centered
Learning readiness 24
influence

student =92%

performance
Inadequate
learning

26

facilities =100%

contributes
negatively towards
student
performance
Students
misconception
science

20
of =77%

education

contributes to the
problem
Table 8: students bio-data table
level
1.

No. of
responses
25

Gender
Female
12
Male

Area of
specialization
B.Sc (ED)
Biology
B.sc (ED)
chemistry
B.Sc (ED)
Physics
B.sc (ED)
Mathematic
B.Sc (ED)
Geography
27

Freque
ncy
9
3
4
3
3
3
0

Age

36
12
16
12
12
12
0

1519
2024
2529
30
35
36
40

Freque
ncy
13
8
4
0
0

2.

18

3.

52

4.

77

B.Sc (ED) P.H.E

B.Sc (ED)
Technology
Female B.Sc (ED)
7
Biology
Male 11 B.sc (ED)
chemistry
B.Sc (ED)
Physics
B.sc (ED)
Mathematic
B.Sc (ED)
Geography
B.Sc (ED) P.H.E
B.Sc (ED)
Technology
Female B.Sc (ED)
24
Biology
Male 28 B.sc (ED)
chemistry
B.Sc (ED)
Physics
B.sc (ED)
Mathematic
B.Sc (ED)
Geography
B.Sc (ED) P.H.E
B.Sc (ED)
Technology
Female B.Sc (ED)
42
Biology
Male 45 B.sc (ED)
chemistry
B.Sc (ED)
Physics
B.sc (ED)
Mathematic
B.Sc (ED)
Geography
B.Sc (ED) P.H.E
B.Sc (ED)
Technology

28

28
17
17
33
5

15
19
2024
25
29
30
35
36
40

3
13
2
0
0

17
10
9
4
5
7

33
19
17
8
9
13

15
19
2024
25
29
30
35
36
40

0
25
21
6
0

21
12
13
5
8
18

27
16
17
6
10
23

1519
2024
2529
3035
3640

5
29
31
9
3

3
3
6
1

4.2.3 Question by question analysis of students questionnaire in

section B
Table

9:

Problem

personally

faced

during

learning

science

education
S/no
1

Responses
Frequency
Lack of adequate 120

Percentage
51%

facilities
Unqualified

33

14%

3
4

teachers
Poor background
24
Broadness of the 24

10%
10%

curriculum
Poor calculation, 16

7%

logical reasoning
6

and complexity
Inadequate

practical
Lack

consideration
Financial problem

39

17%

of 13

6%

13

6%

In table 9 above 51% respondents mentioned lack of adequate

facilities,17%

mentioned

inadequate

practical,

while

6%

of

the

respondents stated lack of governments consideration

Table10:Problems faced by science education students
S/no
1

Response
Inadequate

Frequency
210

Percentage
91%

2
3

facilities
Poor background
Unqualified

127
94

55%
40%

teachers
Poor

22

10%

5
6

administration
Language barrier
Financial problem

20
21

9%
9%

29

In table 10 above 91% state inadequate facilities as the problem

faced by the students, 40% unqualified teachers, 9% financial problem.

Table 11: Causes of the problem

S/no
1
2
3

Responses
Poor background
Financial problem
Poor

Frequency
11
9
54

Percentage
5%
4%
23%

administration
Teachers

42

18%

5
6
7
8
9
10

incompetence
Lack of practical
Parent influence
Language barrier
Social interaction
Government
Student laziness

4
4
1
4
56
31

2%
2%
0.4
2%
24%
13%

Table 11 above shows that 24% agree that government is the

cause of the story, 13% students laziness, 0.4% language barrier.
Table 12: Ways through which the problems affect students.
S/no
1
2

Response
Frequency
Poor skills
68
Poor
academic 90

Percentage
30%
39%

3
4
5
6

performance
Social interaction
Demotivation
Lack of morale
Unqualified

29
62
13
10

13%
27%
6%
4%

produced
Psychological

44

19%

8
9

effect
Health aspect
Financially

28
6

12%
3%

teachers

are

30

Table 12 above shows the effect of the problem as 39% state poor
academic performance, 19% psychological effect and 3% financially.
Table 13: Solution to the problems
S/no
1

Response
Provision

Frequency
of 106

Percentage
46%

adequate
2

facilities
Proper

3
4

administration
Motivation
20
Guidance
and 11

9%
5%

counseling
Adequate funding 34

15%

from government
Single

3%

62

27%

department for all

7

program
Teachers
should

skill 17
be

updated
Inculcate science 5
subjects

into

primary

and

junior

7%

2%

secondary

curriculum
Public

10

enlightment
More
practical 20

4%
9%

should be carried
11

out
Provision

of 43

qualified teachers

31

19%

Table 13 shows solution to the problem as 46% state provision of

adequate material, 19% provision of qualified teachers, and 2% inculcate
science subjects into primary and junior secondary school curriculum.

4.2.4 Question by question analysis of the students questionnaire

in section C.
Table 13:Students responses on likert-scales point questions
Question

Agree

Undecided

Disagree

Total

Science education is 47 =20%

15 =7%

168 =73%

percentage
100%

a difficult course
The
negative 183 =80%

11 =5%

36 =15%

100%

29 =13%

100%

perception

of

students

towards

science

education

is

to

due

poor

background
Student reading or 198 =86%
study

=1%

culture

influence his or her

performance

in

science
Community

119 =52%

46 =20%

28 =28%

100%

students problem
Science curriculum 117 =51%

47 =20%

66 =29%

100%

is too abstract
Parent
attitude 121 =53%

16 =7%

93 =40%

100%

contribute
science

toward

to
education

science
32

education
contributes
the

toward
students

problem in science
education
Teachers

194

incompetence

21 =9%

15 =7%

100%

43 =19%

70 =30%

100%

19 =8%

12 =5%

100%

14 =6%

=3%

100%

19 =8%

=4%

100%

is =84%

among the cause of

the student problem
in learning science
subject
The

teaching 117

method

is

centered
Learning

learner =51%

readiness 199

influence

student =87%

performance
Inadequate learning 209
facilities

contribute =91%

negatively

towards

student
performance
Students

203

misconception
science
contribute

of =88%

education
to

the

problem

4.3 Summary of the findings

1. In view of the table 2 above the result

shows that inadequate

teaching materials is the major problem in teaching science

education which account for 36%.

33

2. In view of the table 3 above it shows that poor administration is the

major cause of the problem of teaching science education which
account for the highest percent 20%.
3. Base on table 4 above it shows that poor academic performance is
the major effect of the problem which account for 31%.
4. In view of table 5 above it shows that good administration is the
major solution to the problem which carries 29%.
Science education is a difficult course: In table 7 above analysis
shows that science education is not a difficult course because 81% of the
respondents disagree. While on the other hand, students stated that
science education is not a difficult course as majority disagree with 73%.
The

negative

perception

of

the

students

towards

science

education is due to poor background .Therefore from the above

figures in table 7 and percentage stated shows that the negative
perception of students towards science education is due to poor
background which account for 96%.
Students

reading

or

study

culture

influences

his

or

her

performance in science.
Therefore from table 7 above, result obtained shows that students reading
culture contribute to the problem which affect their performance in
science which accord for 88% as the highest percent. While on the other
hand the students agree that students reading culture contribute to the
problems which affect their performance in science education with 86%.
Community contributes to science education problem. Therefore
the figure in table 7 above shows that community contributes to the
problems which account for 50% as the highest response. While on the
other hand the students agree that community contributes to science
education problem.
Science curriculum is too abstract.

Therefore according to the

teachers response science curriculum is not too abstract as it carries the

highest response of 58% disagree. While on the other hand the students
34

response shows that science curriculum is too abstract as it account for

51% agree.
Base on table 9 above result shows that lack of adequate facilities is the
major problem personally faced by the students in science education
which accord for 51%.
In view of table 10 above poor administrations is the major problem face
by science education students in general which account for 96%.
In table 11 above the main cause of the problem is government base on
the responses which account for the highest percentage 24%.
According to table 12 above the highest effect of the problem is poor
academic performance which account for 39%.
In view of table 12 above provisions of adequate facilities is the most
suggested solution which account for 46%.
4.4 Discussion of Results
In view of the research questions in chapter 1, the researchers found out
the problems faced by science education students in Bayero University
Kano which are inadequate teaching materials as stated by 36% of the
respondents, lack of laboratory space and equipment in schools among
others. Also the causes of the problems are poor administration as
mentioned by 20% of the respondents and 96% stated poor background
which include lack of professionally qualified teachers as supported by
Aina Jacob (2003). The effects of the problems are poor academic
performance which does not have relevance in literature review.
The solutions to the problems are good administration and provision of
adequate

facilities

as

Olawoyi

supported

that

corruption

makes

administrator mismanage fund, also according to Okebukola (1960) many

science equipments and infrastructures are lying in waste in our schools
because of instability in political government.

35

In view of table 7 and 13, 86% stated that students reading culture affect
their performance and 51% respondents stated that science curriculum is
too abstract which is in contrary to teachers response that science
curriculum is not too abstract among others, which is not relevance to the
literature review.

36

CHAPTER FIVE
SUMMARY, CONCLUSSION AND RECOMENDATIONS
5.1 Introduction
This chapter deals with the summary, conclusion and recommendations of
the study.
5.2 Summary
Chapter one(Introduction): Consist of the historical background of the
study, statement of the problem, objectives of the study, research
questions, significance of the study, operational definition of terms and
scope and limitation.
Chapter two: deals with review of related literature.
Chapter three(Methodology): Consist of introduction, research design,
population of the study, sample population, sample size, sampling
technique, measuring instrument, administration of data collection
technique, problems encountered and method of data analysis
Chapter four: Deals with presentation, interpretation and analysis of data.
Finally chapter five deals with summary, conclusion and recommendations
of the study.
5.3 Conclusion
In view of the findings of the study , the following conclusions were made.
The teaching and learning problem faces by science education students in
Bayero University Kano mentioned by the majority of the respondents are:
1. Inadequate facilities
2. Poor background
3. Poor administration
4. Unqualified teachers
37

5. Large population
6. Financial problem
The causes of the above problems listed by the respondents are:
1.
2.
3.
4.
5.

Government
Students poor attitude
Inadequate facilities
Lack of parent intervention
Poor administration

According to the respondents, the problems affect the students through

the following ways:
1.
2.
3.
4.
5.

Academic performance
Psychological effect
Exam malpractice
All in drastic fall in employers confidence
Poor skill

The respondents mentioned some suggestions through which the

problems can be solved are:
1. Provision of adequate facilities
2. Proper administration
3. Motivation
4. Qualified teachers
5. Social enlightenment
6. Good background
7. Adequate funding from government
5.4Recommendations
The researchers made the following recommendations based on the
following findings:
1. Provision of adequate facilities: This include provision of science
laboratories in the departments in which students do not have to
go to other departments to carry out practical as such will
provide more time for reading and saves time and energy. Also
there is need for providing larger and conducive lecture halls
38

which will motivate students to learn and understand easily.

When ICT (Information and computer technology) are provided, it
will ease students learning and provide wide range of activities,
such as further readings on internets and digitizing certain
diagrams and charts which will enable those at the back to see
and more interesting. Provision of library and enough library
facilities will enable the students to have interest in reading and
improve their study culture.
2. Proper administration: This

involves

all

the

aspect

of

administering the program in any given organization, proper

administration will enhance teaching and learning problems of
science education in Bayero University Kano, where by the
administrators should plan a very good system in running
students affairs.
2.1. Government

intervention:

Government

should

provide

competent and qualified teachers, given them good salary and

promote their welfare and also provide conducive atmosphere
that will help in motivating the students, provide new
instructional media that will help the teachers, inculcate
science subjects into primary and junior secondary schools to
promote good background, adjust the courses to be offered
and also provide single department so that students will not
have to shuttle between oldsite and new site, or else the time
table for both science and science education departments
should be taken into consideration and should be given
appropriate time to avoid clashes in lectures and examination
and lastly to emphasis more on practical than theory and
provide adequate funding, and so also scholarship should be
awarded and to be thoroughly monitored to ensure the money
is released on time. Lecturers have to be qualified and
competent

enough,

certificates

by

they

going

on

have

to

further

be

upgrading

in-service

their

training

or

education, lecturers should have to apply many strategies in

lecturing by using instructional media and more to express
39

very well. Lecturers have to be good in relation with their

students and to emphasis more on practical works than in
2.2.

other to motivate the students toward learning.

Students proper administration: Students should see science
education as a simple course and ready for it, be hardworking
by engaging in research and to improve their reading culture
not to read for examination but for them to understand.
Students have to be respectful and kind to their lecturers and

3.

attend lectures in time and every time.

Parent intervention: Parent had to interfere in their children
study, parent need to involve in their children and show them the
importance of education. They have to help them in providing the
basic necessities of studies like computers, textbooks, lecture
notes and paying their tuition fees. Parents have to be checking
their children result and seeking advice from their lecturers and
advising them always, by given them examples on those that

were being the achievement they gained.

4. Social enlightenment: Community and society at large have to be
aware of the importance of science education through the use of
media,

workshops,

seminars

and

conferences.

Also

Non-

Governmental Organization (NGOs) should contribute towards

providing public awareness and adequate facilities.

40

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Daniel. T.D (1982) students counseling: A major solution to campus on rest.
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Kola, AIna J. (2013) importance of science education to national development
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Ndiyo,N.A (2013) A Dynamic analysis of education and economic growth in
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Nargia P. (2012) Aims of Science education. www/neert.nig.in/.g/science.pdf
Olagunju O. (2011) Corruption in Nigeria: Holistic approach. Advance in Arts,
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Olawuyi J.A (2011) A survey of male and female enrolment and Academic
performance. Nigeria Journal of Gender and Development 2(1) page 186-192
Okebukola P.A.O (2006) Curriculum implementation in Nigeria Strategies for
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Publishing Company Limited.

41

QUESTIONNAIRE
A RESEARCH QUESTIONNAIRE FOR TEACHERS
TOPIC TITLE: Teaching and Learning Problems Faces by Science
Education Students.
(A Case Study of Bayero University, Kano)
INSTRUCTION: Please Read Each Statement Carefully and Answer the
Question as Accurately as Possible.
Choose the Correct Option and Fill in the Blank Space
Area of specialization ______________________________________
Qualification __________________________________________
Working Experience __________________Gender______________________
1. Mention any five problems you faced during teaching of science subject.
I.
__________________________________________
II.
__________________________________________
III.
__________________________________________
IV.
__________________________________________
V.
__________________________________________
2. Among the problems mentioned above mention any three(3) causes of the
problems
i.
___________________________________________
ii.
___________________________________________
iii. ___________________________________________

42

3. Mention any five (5) ways through which the problems mentioned above
affect the students.
i.
___________________________________________
ii.
___________________________________________
iii. ___________________________________________
iv.
___________________________________________
v.
___________________________________________
4. Suggest any three (3) solutions to the problems of teaching science
subject.
i.
___________________________________________
ii.
___________________________________________
iii. ___________________________________________
5. Science education is a difficult course.
A. Agree B. Disagree C. Undecided
6. The negative perception of students towards science education is due to
poor background
A. Agree B. Disagree C. Undecided
7. Student reading or study culture influence his/her performance in science
A. Agree B. Disagree
C. Undecided
8. Community contributes to science education student problems.
A. Agree b. Disagree C. Undecided
9. Science curriculum is too abstract
A. Agree B. Disagree C. Undecided
10.Parent attitude towards science education contribute towards the students
problem in science education.
A. Agree B. Disagree C. Undecided
11.Teachers in Competence are among the cause of the students problem in
teaching science subject.
A. Agree B. Disagree C. Undecided
12.The teaching method is leaner-central
A. Agree B. Disagree C. Undecided
13.Learning readiness influence student performance
A. Agree B. Disagree C. Undecided
14.Inadequate learning facilities contributes negatively toward student
performance
A. Agree B. Disagree C. Undecided
15.Student misconceptions of science education contribute to the problem.
A. Agree B. Disagree C. Undecided

43

QUESTIONNAIRE
A RESEARCH QUESTIONNAIRE FOR TEACHERS
TOPIC TITLE: Teaching and Learning Problems Faces by Science
Education Students.
(A Case Study of Bayero University, Kano)
INSTRUCTION: Please Read Each Statement Carefully and Answer the
Question as Accurately as Possible.
Choose the Correct Option and Fill in the Blank Space
Area of Specialization ____________________________________________
Level ______________ Age _________________ Gender ________________
1. Mention two problems you faced during your learning science education
subject
i.
_________________________________________________________
ii.
_________________________________________________________
2. Mention any five (5) problems faced by science education students
i.
__________________________________________________________
ii.
__________________________________________________________
iii. __________________________________________________________
iv.
__________________________________________________________
v.
__________________________________________________________
3. Among the problems mentioned above, mention any two (2) causes of the
problems
i.
__________________________________________________________
ii.
__________________________________________________________
4. Mention any five (5) ways through which the problems mentioned above
affect the students.
i.
__________________________________________________________
ii.
__________________________________________________________
iii. __________________________________________________________
iv.
__________________________________________________________
v.
__________________________________________________________
44

5. Suggest atleast three (3) solution to the problems of learning science subject
i.
__________________________________________________________
ii.
__________________________________________________________
iii. __________________________________________________________
6. Science education as a difficult course
A. Agree
B. Disagree C. Undecided
7. The negative perception is due to poor background
A. Agree
B. Disagree C. Undecided
8. Student reading or study culture influence his/hr performance in science
A. Agree
B. Disagree C. Undecided
9. Community contribute to science education students problems
A. Agree
B. Disagree C. Undecided
10.Science curriculum is too abstract
A. Agree
B. Disagree C. Undecided
11.Parent attitude towards science education contribute towards the students
problem in science education.
A. Agree
B. Disagree C. Undecided
12.Teachers incompetence is among the cause of the student problem in
learning science subject
A. Agree
B. Disagree C. Undecided
13.The teaching method is learners centered
A. Agree
B. Disagree C. Undecided
14.Learning readiness influence student performance
A. Agree
B. Disagree C. Undecided
15.Inadequate learning facilities contributes negatively towards student
performance
Agree

B. Disagree C. Undecided

45