scholarly journals A Study of Teaching Aptitude of Science Teachers of Senior Secondary Schools

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Dr. Mahesh Kumar Muchhal ◽  
Arun Kumar
Keyword(s):  
Secondary Schools ◽  
New Media ◽  
Science Teachers ◽  
Modern School ◽  
Education Commission ◽  
Senior Secondary Schools ◽  
The Right ◽  
Senior Secondary ◽  
School Plans ◽  
Educational Reconstruction

The destiny of India is being shaped in her classroom” has been pointed out by the education Commission (1964-66), and to that point it may be safely added that the destiny of these classrooms is being shaped by the teachers. Teacher is a flywheel of the whole educational machine. Modern school plans the best equipments, the newest of the new media and the most progressive methods; they will remain dead fossils unless there is the right use of teacher’s breath, life and spirit into them. Hence, the teacher occupies a pivotal position in all schemes of educational reconstruction.

scholarly journals Motivation and Regular Salary as Determinants of Agricultural Science Teacher’s Commitment and Accomplishment of their Professional Responsibilities in Rivers State, Nigeria

2016 ◽  
Vol 12 (13) ◽  
pp. 168
Author(s):  
Salome Emeya ◽  
Ekong O. Antiaobong
Keyword(s):  
Local Government ◽  
Secondary Schools ◽  
Science Teachers ◽  
Linear Regression Analysis ◽  
Agricultural Science ◽  
Local Government Area ◽  
Port Harcourt ◽  
Senior Secondary Schools ◽  
Rivers State ◽  
Senior Secondary

The study examined motivation and regular salary as determinants of agricultural science teachers’ commitment in Port Harcourt Local Government Area of Rivers State, Nigeria. Survey and correlational research designs were adopted. A sample size of 142 subjects was used in this study. This comprised of 96 Agricultural Science teachers in both junior and senior secondary schools in Port Harcourt, 12 Principals, 24 Vice Principals in both junior and senior secondary schools in Port Harcourt, and 10 Supervisors in Port Harcourt. The Teachers’ Motivation Inventory (TMI), Teachers’ Regular Salary Scale (TRESS), and Agricultural Science Teachers’ Commitment Questionnaire (ASTCQ) instruments were used. The instruments were validated by experts in Education and Agricultural Science. The reliability of the instruments was established using the Cronbach Alpha method to obtain indices of 951, .902, and .844 for the TMI, TRESS and ASTCQ instruments, respectively. Data obtained from the 129 copies of the TMI, TRESS, and ASTCQ instruments was analyzed using multiple linear regression analysis. The result revealed that motivation and regular payment of salary jointly contributes to Agricultural Science teachers’ commitment in Port Harcourt Local Government Area of Rivers State. Furthermore, government ensuring the teachers’ regular promotion, alongside providing teachers’ with incentives like bonuses, class attendance and practical allowances etc., were among the proffered recommendations. This was targeted at increasing Agricultural Science teachers’ level of commitment in secondary schools.

scholarly journals PERCEPTIONS OF SCIENCE TEACHERS TOWARDS TEACHING IN LAGOS STATE, NIGERIA

2018 ◽  
Vol 18 (1) ◽  
pp. 1-10
Author(s):  
Florence Omosholape Abidoye
Keyword(s):  
Secondary Schools ◽  
Science Teaching ◽  
Science Teachers ◽  
Teaching Experience ◽  
Sampling Technique ◽  
Significant Difference ◽  
Years Of Teaching Experience ◽  
Lagos State ◽  
Senior Secondary Schools ◽  
Senior Secondary

The objective of this study was to determine the perception of science teachers towards science teaching in senior secondary schools in Lagos State, Nigeria. Specifically, the study determined the perception of science teachers towards science teaching on the basis of their gender and years of teaching experience. It was a survey research in which simple random sampling technique was used to select 275 science teachers from secondary schools in Lagos state, Nigeria. Two hundred and eight five Science teachers were sampled from senior secondary schools, of the 285 questionnaires distributed, 275 were retrieved. The data collected were analyzed using frequency count, percentages and t-test. These were used to answer the research questions and also test the hypotheses. The findings of the study showed that: (i) science teachers generally had positive perception towards science teaching (tcal.= 20.43 at p < 0.05);  (ii)  there was no significant difference in the perception of science teachers towards science teaching based on their gender (tcal.= 0.39 at p > 0.05); and (iii) there was no significant difference in the perception of science teachers towards science teaching based on their years of teaching experience (tcal.= 1.40 at p > 0.05). The implications are discussed.

scholarly journals Teachers’ Perception on the Challenges of Utilizing Problem-Based Learning in Teaching Computer Science in Public Senior Secondary Schools in Port Harcourt Metropolis

2021 ◽  
Vol 1 (1) ◽  
pp. 52-63
Author(s):  
Eunice C. V. ◽  
Gift U.
Keyword(s):  
Secondary Schools ◽  
Computer Science ◽  
Science Teachers ◽  
Problem Based Learning ◽  
Innovative Teaching ◽  
Port Harcourt ◽  
Test Of Hypotheses ◽  
Senior Secondary Schools ◽  
Rivers State ◽  
Senior Secondary

This study investigated teachers’ perception on the challenges of utilizing Problem-Based Learning in teaching computer science in public senior secondary schools in Port Harcourt Metropolis, Rivers State, Nigeria. This study adopted descriptive research design. Two research questions and hypotheses were formulated to guide this study. The population for the study comprised one hundred (100) computer science teachers in the thirty six (36) public senior secondary schools located in Port Harcourt metropolis of Rivers State. Census sampling procedure was used to obtain one hundred (100) computer science teachers as the sample size due to the manageable size of the entire population. A structured questionnaire titled “Teachers’ Challenges of Utilizing Problem-Based Learning in Teaching Computer Science in Public Senior Secondary Schools in Port Harcourt Metropolis” (CUPOBALETCOS) was used for collection of data. The questionnaire was validated by experts. Pearson Moment Correlation Coefficient was used to determine the reliability of the instrument which gave a value of 0.84. Mean and standard deviation were used to analyse data and test of hypotheses was done with the use of z-test statistics. Results obtained from the findings revealed that the challenges of utilizing the Problem-Based Learning approach in teaching computer science and the aids to the utilization of this approach in teaching computer science were highly perceived by computer science teachers in senior secondary schools in the metropolis of Port Harcourt, Rivers State in Nigeria. Based on the findings, it was recommended that: Professional programmes, in addition to training exercise, need to be carried out frequently to enable teachers to get acquainted with the utilization of innovative teaching approaches and combat the associated challenges. Administrative duties or demands of teachers should be adjusted in order to have enough time for utilization of innovative teaching practices in the classroom. Curriculum for Problem-Based Learning should be fully introduced in the secondary and primary school education, so as to have facilitators who can help students by facilitating the Problem-Based Learning practices in the learning environment.

The Role of School Libraries in Supporting Inquiry-Based Methods for Teaching Science in Nigerian Schools: Challenges and Possibilities

Libri ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Olabode Olajide ◽  
Sandy Zinn
Keyword(s):  
Secondary Schools ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Science Curriculum ◽  
National Development ◽  
School Libraries ◽  
Ministry Of Education ◽  
Senior Secondary Schools ◽  
Senior Secondary

Abstract Using a constructivist lens, this study investigated the role of school libraries in supporting an inquiry-based approach for teaching and learning science subjects in senior secondary schools in Ekiti State, Nigeria, the challenges faced and possibilities presented. The significance of this study is based on the importance Nigeria has assigned to science education as a means to achieving national development. A mixed-methods approach was chosen for the study. The population of the study included school librarians, principals, and science teachers in public senior secondary schools as well as staff in the Ministry of Education, Science and Technology concerned with supporting and managing resources for science teaching and learning. Data was collected using questionnaires, interviews, and observation. Quantitative data collected through the questionnaires were analyzed using the SPSS, while qualitative data were transcribed and thematically analyzed. The findings revealed the library resource most frequently available in school libraries for supporting science curriculum implementation is a textbook. Most of the staff in charge of the library had no librarianship qualification. Teacher-centred approaches predominated amongst teachers. The study emphasizes how school libraries are underrated as support for the curriculum. It proffers some far reaching recommendations to position school libraries for better performance.

scholarly journals Perceived Roles of Teachers of Agricultural Science in the Implementation of HIV/AIDS Prevention and Control Measures in Secondary Schools of Botswana

2018 ◽  
Vol 2 (3) ◽  
pp. 102
Author(s):  
Letlamoreng S. ◽  
Hulela K.
Keyword(s):  
Immune Deficiency ◽  
Secondary Schools ◽  
Science Teachers ◽  
Sampling Technique ◽  
Agricultural Science ◽  
Control Measures ◽  
Human Immune Deficiency Virus ◽  
Senior Secondary Schools ◽  
Senior Secondary ◽  
Hiv Aids

<p><em>The study is to determine the roles played by teachers of agriculture in senior secondary schools in the fight against the spread of Human Immune Deficiency Virus/Acquired Immune Deficiency Syndrome (HIV/AIDS). This was a descriptive research which used a simple random sampling technique to select 127 out of 191 Agricultural Science teachers in senior secondary schools. A questionnaire was mailed to gather data. A factor analysis was conducted for data reduction and clustering the underlying constructs in the variables that measured the effectiveness of the strategies in schools. The study found that the roles perceived to be highly played by agricultural educators included direct counselling and guiding the children that are going to school (Mean = 2.67; Standard deviation = 0.74) and discussing and teaching (Mean = 2.63; SD = 0.73) HIV/AIDS. There was a positive relationship between the three underlying factors and selected demographic characteristics of respondents, like gender and level of education.</em></p>

scholarly journals Science teachers’ knowledge, attitudes and skills as determinants of classroom practices in entrepreneurship education in senior secondary schools in Lagos, Nigeria

2019 ◽  
Vol 3 (2) ◽  
pp. 10-20
Author(s):  
BAMIKOLE OLUDARE OGUNLEYE
Keyword(s):  
Secondary Schools ◽  
Science Teachers ◽  
Classroom Practices ◽  
Rating Scale ◽  
Entrepreneurship Education ◽  
Cross Sectional ◽  
Service Training ◽  
Senior Secondary Schools ◽  
Senior Secondary ◽  
Education Science

Entrepreneurship behaviour is a 21st century attribute required for transforming the industrial and employment space into productive ones. Science students are critical towards the achievement of these requirements. To ensure quality entrepreneurship education, science teachers’ entrepreneurship background and characteristics become germane. This study, therefore, investigated the extent to which science teachers’ entrepreneurship knowledge, attitudes and skills determine their classroom practices in entrepreneurship education in selected Senior Secondary Schools in Lagos, Nigeria. The correlational type of the cross-sectional descriptive research design was adopted. A purposively selected sample of 245 SS2 Science teachers from thirty schools in Lagos mainland, Nigeria participated in the study.  Instruments used were: Teacher Entrepreneurship Knowledge Test (r=.86), Teacher Entrepreneurship Attitudes Scale (r=.89), Teacher Entrepreneurship Skills Inventory (r=.85) and Classroom Practices Rating Scale (r=.89). Data were analysed using Pearson Product Moment Correlation and Multiple Regression. Findings showed strong and significant bivariate relationships between each of teachers knowledge (r=.59), attitudes r=.55), skills (r=.52) and classroom practices. The three factors jointly explained 46% of classroom practices with significant relative effects. Teachers require good knowledge, attitudes and skills for effective implementation of entrepreneurship programmes in science education, hence, they need to be exposed to in-service training in entrepreneurial studies. 

scholarly journals Students’ perception of science teachers’ instructional strategies in Senior Secondary Schools.

2020 ◽  
Vol 7 (3) ◽  
pp. 74-81
Author(s):  
P. O. Ajayi ◽  
Titilayo Folayemi Otoide
Keyword(s):  
Secondary Schools ◽  
Instructional Strategies ◽  
Science Teachers ◽  
Sampling Procedure ◽  
Science Students ◽  
Deviation Analysis ◽  
Multi Stage ◽  
Vision 2030 ◽  
Senior Secondary Schools ◽  
Senior Secondary

The study focused on the perception of students on the instructional strategies used by science teachers in senior secondary schools, using descriptive research of the survey type. The participants were 540 out of 5,318 science students in Ekiti State public Senior Secondary Schools who were selected through multi-stage sampling procedure. An instrument tagged “Science Teachers’ Instructional Strategies Scale (STISS)” was used to collect data from science students across the three senatorial districts of Ekiti State. The data collected were collated and analyzed using descriptive and inferential statistics involving mean, standard deviation, Analysis of Variance and t-test. The results of the study revealed that teacher-centred and discipline-centred are the most frequently used instructional strategies by science teachers in senior secondary schools. The results further revealed that the students-centred which is the least frequently used instructional strategies by science teachers is the most alluring to science students. It was therefore recommended among others that government should organize appropriate training through workshops; conferences and seminars for science teachers to enhance professional competencies in their jobs which could as well exposed them to various strategies of teaching which are students-centred. This will help to demystify science in its entirety and simplify the perceived abstract nature of science-concepts which will in turn improve students' enrolment and attitude towards science as well as their academic performance in science to enhance national technological growth with the view of "VISION 2030" and "Sustainable Development Goal" (SDG) in mind.

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