STRATEGIES FOR EFFECTIVE IMPLEMENTATION OF LEARNING PHYSICS IN SENIOR SECONDARY SCHOOLS: CASE STUDY OF NASARAWA L.G.A, KANO STATE.
CHAPTER ONE
INTRODUCTION
1.1. BACKGROUND OF THE STUDY
Science as a field of study has made it possible for man to know more about the universe. The effective teaching of science subjects can lead to the
attainment of scientific and technological greatness (Adesoji & Olatunbosun, 2008). Science teachers are very crucial in the translation of science educational
objectives into practice. Science education provides a more eective
preparation for citizenship and in order to achieve this, qualified and experienced
science teachers who are well aware of global demands of science teaching with a view to engendering scientific and technological values in learners are
required. There has been much concern about the apparent fall in the standard of science education at the secondary school level in Nigeria. For instance,
Madu (2012) and Okebukola (2015) working separately, have lamented on the decline in the standard of science teaching in Nigeria. Nwagbo (2014) identified
a number of factors obstructing students’ understanding and achievement in the science subjects and among these factors was the use of inappropriate,
non-effective teaching methodology. Abimbola (2013) stated that the performance level for individual science subjects did not show any significant rise for a
twenty-year period between 1991 and 2011, except occasionally for chemistry and physics. The persistent poor performance in science subjects at School
Certificate level has given rise to an assumption that most science teachers in secondary schools in Nigeria probably do not make use of varied forms of
teaching strategies to be able to cope with some specific diiculties
associated with the teaching and learning of science by both the teachers and the
students respectively (Achor, 2010; Umoren & Ogong, 2012). Nwosu (2012) submitted that most science teachers do not possess the prerequisite knowledge
needed for activity based learning and as a result, the most prevalent method of teaching has been the ‘talk and chalk’ (lecture) method. Ajaja (2013)
identified the ‘method adopted for teaching and learning science’(p.1) as one of the factors contributing to this low interest in science and hence expressed
the need for a search for alternative instructional strategies that could stimulate students’ interest and enhance their achievement. The use of various innovative teaching strategies is borne out of the fact that there are different topics to be taught and skills intended to be developed. Many innovative strategies have been developed by educators with a view to involving learners more in the teaching learning process. This is considered very important and there is the need get these strategies into the classrooms (Slavin, 2015; Leikin & Zaslavsky, 2010). For this to be done successfully there is need for teachers
not only to be aware of these strategies, but also to learn how to use these strategies appropriately in the classroom. A teacher who is not aware of a variety of
such strategies can neither attempt to use them in the first place nor use them appropriately.
