scholarly journals An Investigation into the Challenges Facing Administration of STEM Education in Gwagwalada Universal Basic Education Junior Secondary Schools in FCT, Nigeria

2020 ◽  
Vol 2 (1) ◽  
pp. 59-78
Author(s):  
Ogunode Niyi Jacob
Keyword(s):  
Secondary Schools ◽  
Science Teachers ◽  
Stem Education ◽  
Basic Education ◽  
Development Program ◽  
Negative Attitude ◽  
Instructional Materials ◽  
Junior Secondary Schools ◽  
Junior Secondary ◽  
The Government

This study aimed to investigate the challenges facing the administration of STEM Education in Gwgwalada junior secondary schools of FCT, Nigeria. The study employed a descriptive survey design. The instruments used for data collection were questionnaires titled:' Challenges facing Administration of STEM Education Questionnaire” (CFASEQ).The sample for the study comprised of 200 teachers. A simple random sampling method was used to select the sample. One hypothesis and three research instruments were used for the study. Test and retest were employed to determine the reliability of the instrument. Simple percentages were employed to analyze the data collected and a chi-square test was used to test the hypothesis. The study revealed that challenges are facing the administrations of STEM Education in Gwagwalada junior secondary schools and these challenges include; inadequate infrastructural facilities, shortage of science teachers, lack of instructional materials, lack of motivation, inadequate fund, poor supervision, high population, poor capacity development program for science teachers and negative attitude of students towards STEM education. The result also revealed that100% of the respondents agreed that the implications of the challenge facing the administration of STEM Education are responsible for poor implementation of STEM education in Gwagwalada junior secondary schools of FCT, Nigeria. From the finding, it was recommended that the government increase the funding of education and give more priority to STEM Education.

scholarly journals APPRAISING INSTRUCTIONAL MATERIALS UTILIZATION IN THE COURSE OF SCIENCE TEACHING IN SENIOR SECONDARY SCHOOLS IN ZAMFARA STATE

2017 ◽  
Vol 17 (1) ◽  
pp. 8
Author(s):  
Abdullahi Nasiru ◽  
Afees Akanni Amuda ◽  
Dahiru Audu Mohammed ◽  
Ashiru Saidu
Keyword(s):  
Secondary Schools ◽  
Science Teaching ◽  
Science Teachers ◽  
Instructional Material ◽  
Negative Attitude ◽  
Instructional Materials ◽  
Poor Students ◽  
Science And Government ◽  
The Government ◽  
Senior Secondary Schools

The paper examined the rate at which instructional material is been put to use in science teaching in secondary schools in Nigeria. The paper looked at the meaning of instructional material, it utilization, some common science instructional material were also looked at, the role play by instructional material in Science teaching were also discussed. The paper looked at some major problems of science teaching as resources problems, teachers’ problems which include lack of adequate professionally trained physics teachers, students’ problems which include poor students’ background in science and negative attitude of students towards science and government/stakeholders’ problems which include poor remuneration/incentive of the science teachers, there is no effective supervision, inadequate instructional materials .The resultant effects are increased in massive failure of science students in senior school certificate examination and negative attitude towards science. The paper therefore concludes that concern on science teaching should be judged to the extent by which the importance of science teaching is well understood by the stakeholders and the entire populace in our country. Some of the recommendations highlighted include prompt and proper remuneration of science teachers, provision of adequate instructional materials by the government /stakeholders and that governments should be organizing conferences and workshops with aims to enlightening teacher and general public on importance of science well as effective teaching of science in secondary schools.

Assessment of Laboratory Resources, Teachers’ and Students’ Involvement in Practical Activities in Basic Science in Junior Secondary Schools in Osun State Nigeria

2017 ◽  
Vol 7 (3) ◽  
pp. 139-146
Author(s):  
Simeon Olayinka Olajide ◽  
Thomas Ajibade Adebisi ◽  
Tosin Adebola Tewogbade
Keyword(s):  
Secondary Schools ◽  
Science Teachers ◽  
Basic Science ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Junior Secondary Schools ◽  
Junior Secondary School ◽  
Laboratory Facilities ◽  
Junior Secondary ◽  
Teachers And Students

Abstract The study assessed the availability of laboratory resources, teachers’ and students’ involvement in practical activities in Basic Science in junior secondary schools in Osun State Nigeria. These were with a view to ascertain the availability of laboratory resources in the teaching of Basic Science in junior secondary schools and the involvement of teachers and students to practical activities in the state. The study employed a descriptive survey research design. The population for the study consisted of all Basic Science teachers, facilities for teaching Basic Science and all junior secondary school II students in Osun State. Ten schools were selected from each senatorial district through simple random sampling technique, from each school, ten students from JSSII were also randomly selected through simple random sampling technique to take part in the study. Basic Science teachers found in the schools were purposively used for the study because of their discipline and numbers. The facilities for the research were also purposively selected based on a must for teacher to use in the course of their teaching. Three instruments were used for data collection. They are: Observation Checklist for Basic Science Laboratory Facilities (OCBSLF), Questionnaire for Teachers on Teachers Involvement in Practical Activities (QTTIPA) and Students’ Questionnaire on Basic Science Laboratory Facilities (SQBSLF). Data collected were analyzed through simple percentages. The results of the study showed that 14(40.0%) schools indicated that beakers, boiling tubes, conical flask and cylinder are available while 21(60.0%) schools indicated that beakers, boiling tubes, conical flask and cylinder are not available, 10(28.6%) schools indicated that flat bottom flasks are available while 25(71.4%) schools indicated they are not available, 11(31.4%) schools indicated that round bottom flasks are available while 24(68.6%) schools indicated they are not available, 8(22.9%) schools indicated that hand lenses are available while 27(77.1%) schools indicated they are not available, 7(20.0%) schools indicated that Ammeters are available while 28(80.0%) schools indicated they are not available, 9(25.7%) schools indicated that Resistance box are available while 26(74.3%) schools indicated they are not available, 3((8.57%) schools indicated that plastic mammalian models (heart, eye, ear, and skeleton) and First Aid box (fully equipped) 3((8.57%) are available while 32(91.3%) schools indicated that they not available, 1(2.86%) schools indicated that Meter Rule, Rheostats, Connecting wires, Spatula are available while 34(97.4%) schools indicated they are not available. The results of the study showed that on the average teachers did not use laboratory facilities to teach the students and students are rarely involved in practical activities in schools. The study concluded that laboratory resources are not available to teach students Basic Science in junior secondary school level.

scholarly journals BIAYA SATUAN PENDIDIKAN DASAR DAN KEBUTUHAN DANA UNTUK PENDIDIKAN DASAR GRATIS

2012 ◽  
Author(s):  
Abbas Ghozali
Keyword(s):  
Secondary Schools ◽  
Primary Schools ◽  
Basic Education ◽  
Unit Cost ◽  
Educational Resource ◽  
Regional Government ◽  
Junior Secondary Schools ◽  
Junior Secondary ◽  
Resource Identification

Abstrak: Biaya Satuan Pendidikan Dasar dan Dana yang Dibutuhkan untuk Pendidikan Dasar Gratis. Penelitian ini bertujuan untuk memperkirakan dana yang diperlukan untuk melaksanakan pendidikan dasar gratis pada tahun 2009 dan membandingkannya dengan realisasi anggaran untuk pendidikan dasar. Metode yang digunakan meliputi proyeksi pendaftaran, identifikasi sumberdaya pendidikan yang diperlukan, ketersediaan dan keterbatasan, identifikasi biaya satuan masing-masing unsur dan perkiraan total dana yang diperlukan. Temuan penelitian menunjukkan bahwa pelaksanaan pendidikan dasar pada tahun 2009 membutuhkan dana sebesar Rp157,22 trilyun, termasuk anggaran untuk SD dan SMP. Pemerintah pusat dan daerah menyediakan anggaran hanya Rp132,24 trilyun sehingga ada kekurangan sebesar Rp25 trilyun. Kata Kunci: biaya satuan, pendidikandasar gratis Abstract: The Unit cost of Basic Education and the Funds Needed for Free Basic Education. This study was aimed to estimate the funds needed to implement free basic education in 2009 and compare it with the budget realization for basic education. The methods employed included projection of enrollment, required educational resource identification, the availability and shortage, identification of the unit cost of each component, and estimation of the total funds needed. The findings revealed that implementing free basic education in 2009 required as much as Rp157.22 trillion, including the budget for primary schools and junior secondary schools. The national and regional government levels provided the budget for basic education as much as Rp132.24 trillion only, and so there was a deficit of Rp25 trillion. Keywords: unit cost, free basic education

scholarly journals TOWARDS REVITALIZATION OF INSTRUCTIONAL LEADERSHIP FOR EFFECTIVE IMPLEMENTATION OF UNIVERSAL BASIC EDUCATION IN NIGERIA

2015 ◽  
Vol 16 (1) ◽  
pp. 9
Author(s):  
Bello Ahmad Bello
Keyword(s):  
Professional Development ◽  
Instructional Leadership ◽  
Basic Education ◽  
Instructional Materials ◽  
Successful Implementation ◽  
Junior Secondary Schools ◽  
Universal Basic Education ◽  
School Based ◽  
Junior Secondary ◽  
Definition Of

This paper examined the needs to revitalize instructional leadership of primary and junior secondary schools headteachers in Nigeria, for successful implementation of the Universal Basic Education (UBE) Programme. Instructional leadership, as viewed in the paper, has to do with creating a school culture that makes students’ learning a priority and provides the resources necessary to support teachers’ efforts to improve students’ learning. The need for revitalization of instructional leadership in the Nigerian Basic Education schools emanates from the identified problems of lack of clearly defined general instructional visions in the schools in question, dearth of instructional materials, ineffective instructional supervision by the headteachers, and absence of school-based professional development programmes for teachers. With the introduction of UBE and subsequent curricular review, the paper discovered that there was the need to re-orient teachers towards effective teaching of the newly infused contents of the 9-year basic education curriculum. The paper, based on the identified needs for the revival of instructional leadership has recommended clear definition of schools’ instructional vision, effective classroom supervision, organizing school-based teacher professional development programmes among other things as foremost measures to be taken to improve this vital function of the school headteachers in question.

Developing Macau’s junior secondary schools music curriculum

2018 ◽  
Vol 36 (4) ◽  
pp. 574-587
Author(s):  
Marina WY Wong
Keyword(s):  
Secondary Schools ◽  
Music Teachers ◽  
Central Government ◽  
School Curriculum ◽  
Music Curriculum ◽  
Teachers Perceptions ◽  
Junior Secondary Schools ◽  
Junior Secondary ◽  
Common School ◽  
The Government

For centuries, Macau’s schooling has embraced laissez-faire market principles, a stasis that from AY2016/17 is being changed by the government offering schools tuition coupons conditional on their adoption of a common school curriculum. A study of part of this new common curriculum, the development of a music curriculum for junior secondary schools in Macau, addresses three research questions: (a) What are music teachers’ perceptions and how do these frame the implementation of Macau’s common music curriculum? (b) Do music teachers’ expectations align with those of the central government? (c) Do music teachers perceive that they impact on or are impacted by this innovation? Discussion of the findings highlights a controversy about the role of teachers within curriculum development – should teachers be center staged (Lawton (2012 [1980]) or is this view an oversimplification based on false assumptions of a social democratic tradition (Whitty (1985, 2012 [1981])?

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