EFFECT OF QUESTIONING TECHNIQUE AND GENDER ON STUDENTS’ ACHIEVEMENT IN BASIC SCIENCE IN JUNIOR SECONDARY SCHOOLS IN BAUCHI STATE
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Science plays a very important role in the economic, technological, social and political development of any nation. The teaching and learning of Science, Technology and Mathematics Education (STME) is specifically geared towards producing three intellectual capital: scientists and engineers who will continue the research and development that is central to the economic growth of our country; workers who have the technological proficiency to be able to deal with the demands of a science based high technology work environment and scientifically literate citizens who understand the world around them and can make intelligent contributions on decisions about public policy.
Nigeria has taken giant strides in ensuring scientific development through the educational process. This is reflected in the various reviews of the science education curricula over the years. The recent review of the curriculum for Basic Science in 2009, lay emphasis on Science Technology and Society (STS). The proponents of STS argue that the purpose of school science is not to create future scientists but citizens who understand that science is multidimensional and multidisciplinary, and who can participate intelligently in problem-solving and decision making about how science and technology is used. The national policy on education (2009) captures it thus: the development of appropriate skills, mental, physical and social abilities and competences to empower the individual to live in and contribute positively to the society. To attain this laudable goal of science education, the teaching and learning of science need to be carried out in such a manner as would encourage the development of critical thinking and the grasp of the science process skills. Science educators have been advocating the need for science instruction at all levels of education to focus on enhancing students’ conceptual understanding and problem-solving (Chin & Chia, 2005). This advocacy is consistent with various reform initiatives around the globe for science and mathematics curricula and classroom practice. The American Association for Scientific Studies (2008) has emphasized the need to develop students’ conceptual understanding and scientific literacy by using inquiry and problem-solving experiences and skills acquisition.
Some of the teaching strategies that have been recommended for science teachers to inculcate conceptual understanding and critical thinking in their students include cooperative and competitive interaction, concept mapping, demonstration, field trip, seminar and inquiry. It has been observed however that the teaching of science in Nigerian secondary schools has remained a descriptive exercise through the use of lecture method and very little inquiry (Omoregbe, 2013). A situation that has made science boring and mere accumulation of information. Consequently, there has been a persistent low achievement of students in the science subjects (Biology, Chemistry, Physics, Mathematics and Basic Science) in the National Examinations over the years.
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