CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Science is recognized widely as being of great importance internationally both for economic well-being of nations and because of the need for scientifically literate citizens (Fraser and Walberg, 1995). Knowledge of science and technology is therefore a requirement in all countries and all people globally due to the many challenges that are facing them. These challenges include emergencies of new drug resistant diseases, effects of genetic experimentation and engineering, ecological impact of modern technology, dangers of nuclear war and explosions and global warming among others (Alsop & Hicks, 2001). As a result there are rapid changes taking place in industry, communication, agriculture, and medicine. Science as an instrument of development plays a dominant role in bringing about these changes by advancing technological development, promoting national wealth, improving health and industrialization (Validya, 2003). Weham, Dorlin, Snell and Taylor (1984) emphasized that sciences are and will remain the fundamental subjects through the ages. According to Zsuzsa (1981), the choice of educational program is made in direct ratio to information and guidance available to the individual and the breadth of educational opportunities available. The school should therefore ensure that learners make informed choices. Tiqet (1999) revealed that good performance in internal and external examinations in any subject creates an academic discipline commitment and desire to pursue the subject.
Regardless of all the efforts, currently it is observed that the objectives for improving scientific literacy is not achieved, Science enrollment are relatively low, achievements in certain grade level is declining and teachers morale is low. In the past the more intellectual able students were the ones selected to pursue Science and Mathematics in secondary schools. But nowadays more of these students are less interested to continue with Science when they join universities (Voogot, 2001). Students start secondary school with an expectation that the school will provide them with an environment that will allow them to freely decide the subjects to study based on their ability and interest. Interest in the subject is regarded as the most important motivational factor in learning (ibid). The study by Ndalichako (2014) aimed at providing answers to two key questions: 1) Which subjects are most preferred by students in secondary schools? What are the reasons behind the students‟ interest, or lack thereof, in particular subjects? Through Observation, Documentary Review and Focused Group Discussion with form three and form four students, the findings showed that the majority of students in secondary schools preferred arts subjects notably because of the challenges they experience in learning Science.
The reasons for students preference of a particular subject included the inspirational from significant others, commitment and support provided by the subject teachers, the availability of teachers and their teaching approaches and relevance of the subject to their daily life experiences. (Ndalichako et al, 2014). People frequently want jobs that meet their academic interests. People in general find that, for whatever reasons, they tend to be interested in certain subjects and disinterested in others from the time they are young children, and no matter what the financial rewards, taking a career in an area where one holds no interest is likely to be unbearable (Ryan, 2000). In this rapidly growing competitive market, industry prefers graduates, who have the potential to meet their research and development needs, and compete effectively with their counterparts worldwide. The overall situation that the wide discrepancy between learners opting for Science and those opting for Arts subjects in Nigeria is a warning that it is less likely Nigeria will improve its local and global leadership in Science unless the Government takes remedial action to produce or import enough experts in these fields (Ibid).
A major goal for education in the 21st century is to create scientifically literate citizens, who are able to think critically, make sense of complex data, and solve problems (NRC, 1996). Research suggests that, if all students are to become scientifically literate, Science instruction must convey greater engagement and meaning to them. To achieve this, Science instruction in secondary schools must provide students with opportunities to explore the world, to apply scientific principles, to sample and analyze data and to make connections among these explorations, their personal lives, and communities.
1.2 Statement of the Problem
Secondary schools students have been oen faced with the problem of indecision most especially science students when they are about to choose a course for higher education. This problem has plagued many secondary school students for quite sometimes. It is such a problem that must be looked into, knowing fully well that the place of sciences in secondary education cannot be over emphasized in the educational development of a nation. With good background, students still need to develop themselves on the subject areas they are keenly interested in and particularly that they have potentiality for. Many students have been found choosing course for their university education without considering the aspect of their potentiality and the directive of the school counselor where available, it is against this problem that this research intends to find out the factors that influence the choice of science subjects in secondary schools.
