PERCEIVED FACTORS AFFECTING THE TEACHING OF SCIENCE IN SELECTED PRIMARY SCHOOLS IN NABWEYA SUB-COUNTY IN BUDUDA DISTRICT

  • Type: Project
  • Department: Education
  • Project ID: EDU3282
  • Access Fee: ₦5,000 ($14)
  • Pages: 34 Pages
  • Format: Microsoft Word
  • Views: 377
  • Report This work

For more Info, call us on
+234 8130 686 500
or
+234 8093 423 853

ABSTRACT

The study was carried out to investigate the perceived factors affecting the teaching of science in selected primary schools in Nabweya sub-county Bududa district and focused on lack of instructional materials, teaching methods used, teacher competence and how these affect the teaching I learning of science. The research design was qualitative in nature and employed descriptive techniques. Questionnaires and interview guides were used to collect data from the respondents. The target groups were headteachers, teachers, directors of studies and pupils. The data collected was presented in tables and then analyzed using percentages and descriptive techniques. The study found out that most teachers use instructional materials inconsistently (only rarely) and that lack of instructional materials limits pupil participation in lessons, learners easily forget what is taught, leaves abstract concepts which is unclear to learners, takes more time to present lessons and science remains a mystery to learners. All these affect pupils understanding which leads to poor" performance. It was also found out that teachers possess knowledge and understanding of practical, learner centered methods of teaching science but most of them don't use the methods instead they prefer using teacher centered methods because they are easy to apply. These teacher centered methods limit learner participation and understanding of science. The study established that teacher competence affects the teaching of science in that teachers who have mastered the subject matter/content are confident and better at presenting science lessons than those w.ho are not competent. Those who taught science as a choice also did better than those who are forced to take it up. Following the findings above, it is recommended that government considers specialization and competence based training for primary school teachers, builds science rooms/ laboratories. Equip schools with basic science equipment recruiting lab technicians and teachers to adopt learner centered and practical methods of teaching science.

 

TABLE OF CONTENTS

Title page

Declaration ................................................................................... .

Approval . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Dedication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . m

Acknowledgements............................................................................. IV

Abstract.......................................................................................... v

Table of contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

List of tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v11

CHAPTER ONE

1.0 INTRODUCTION

1.0

1.1

Introduction .............................................................................. .

Background to the study ................................................................ .

1 .1.1 Historical perspective . . .. .  . . .. .  . .. . .  ..  . .. .  ..  .. ..  ..  ..  ..  . .. . .  . . . .. . . .  .. . .  . . .. .  . ..  . .. . .  . . . ..  . ..  .. .  ..  .. .  . . 2

1. 1.2 Theoretical perspective ..  . ..  . . .. . .  ..  . . ..  ..  . ..  . .. . .  .. ..  .. ..  .. .. ..  .. . .  ..  . . . . . . ..  ..  ..  . ..  . .. . . .. . .. .  ..  ..  . 2

1

1

1.2 Statement of the problem..................................... ........................... 3

1.3 Purpose of the research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

1.4 Objectives of the study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

1. 5 Research questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

1. 6 Scope of the study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

1. 7 Significance of the study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

.CHAPTER TWO

2.0 LITERATURE REVIEW............................................................... 6

2.1 Introduction.................................................................................. 6

2.2 Lack of instructional materials and the teaching of science........................... 6

2.3 Teaching methods that promote effective teaching of science...... ................. . 7

2.4 Teachers competence and the teaching of science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

vi

CHAPTER THREE

3.0 RESEARCH METHODOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

3. 1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

3.2 Research design........................... .. .... ......... ........................ ..... 10

3.3 Area of study.......................................................................... 10

3.4 Population of study......................................... .......................... 10

3.5 sample size and sampling techniques..................... .. ................... ..... 10

3.6 Data collection............................................................... .......... 11

3.6.1 Instruments used...................................................................... 11

3.6.2 Procedure for data collection........................................... ............. 12

3.7

3.8

Validity and reliability of instruments ............................... ........ ..... .

Data Analysis ..................................... .................................... .

CHAPTER FOUR

4.0 PRESENTATION, ANALYSIS AND INTERPRETATION OF FINDINGS

12

12

4.1 Introduction.................................................................................. 13

4.2 Analysis of background variables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 13

4.2.1 Gender of respondents ... ................................................................... 13

4.2.2 Age of respondents .............................. ............ .. .............................. 14

4.2.3 Level of education ofteachers .............................................................. 14

4.3 Findings about how lack of instructional materials affects the teaching of

Science....................................................................................... 15

4.4 Findings about teaching methods which promote effective teaching/learning

of science................................................................................. 16

4. 5 Findings about teacher competences and the teaching of science. . . . . . . . . . . . . . . . . . 17

CHAPTER FIVE.

5.0 DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS............ 19

5.1 Introduction......... .. ...................................................................... 19

5.2 Discussions................................................................................. 19

5.3.1 Conclusions............................................................ ..................... 21 5.4 Recommendations............................................. ............................ 21 Reference.......................................... ................................................. 24

PERCEIVED FACTORS AFFECTING THE TEACHING OF SCIENCE IN SELECTED PRIMARY SCHOOLS IN NABWEYA SUB-COUNTY IN BUDUDA DISTRICT
For more Info, call us on
+234 8130 686 500
or
+234 8093 423 853

Share This
  • Type: Project
  • Department: Education
  • Project ID: EDU3282
  • Access Fee: ₦5,000 ($14)
  • Pages: 34 Pages
  • Format: Microsoft Word
  • Views: 377
Payment Instruction
Bank payment for Nigerians, Make a payment of ₦ 5,000 to

Bank GTBANK
gtbank
Account Name Obiaks Business Venture
Account Number 0211074565

Bitcoin: Make a payment of 0.0005 to

Bitcoin(Btc)

btc wallet
Copy to clipboard Copy text

500
Leave a comment...

    Details

    Type Project
    Department Education
    Project ID EDU3282
    Fee ₦5,000 ($14)
    No of Pages 34 Pages
    Format Microsoft Word

    Related Works

    ABSTRACT The study was carried out to investigate the perceived factors affecting the teaching of science in selected primary schools in Nabweya sub-county Bududa district and focused on lack of instructional materials, teaching methods used, teacher competence and how these affect the teaching I learning of science. The research design was... Continue Reading
    TABLE OF CONTENT Declaration .. . .... ...... ... .. ..... . ... .... ..... ... ... .............. . .. . .. . .... ....... . ..... . ......... .......... . i Dedication ... .. .. .. . .. ...... .... ..... .... .. ... ... ......... ... ...... . ..... ..... . ....... ..... . ...... .... ... ....... .ii Approval .. . .. .. ..... ... .. . ... ...... Continue Reading
    ABSTRACT: This study was undertaken to investigate the effect of teaching aids on the performance of pupils in Mathematics in primary schools in Kitgum District. The case of selected primary schools in Mucwini Sub County. A qualitative research technique was selected to this study using a variety of research instruments. The subject in the study... Continue Reading
    ABSTRACT: This study was undertaken to investigate the effect of teaching aids on the performance of pupils in Mathematics in primary schools in Kitgum District. The case of selected primary schools in Mucwini Sub County. _ .. A qualitative research technique was selected for this study usmg a variety of research instruments. The subject in the... Continue Reading
    ABSTRACT A descriptive survey was undertaken lo examine the factors for learning in primary schools. It was conducted in Ruiru educational zone in Thika district. The following objectives guided the study. To examine the educational policies that affected learning in primary schools; to examine the school based/actors that influenced learning in... Continue Reading
    ABSTRACT The study was conducted to establish the ineffective teaching and performance of science subjects. It was particularly sought to establish the factors that affect the teaching and performance of science subjects in secondary school levels in Kenya. The study was conducted using survey design. The data was collected using questionnaires as... Continue Reading
    ABSTRACT The study investigated the factors affecting academic performance of learners with special needs in primary schools of Kolir Sub-County of Bukedea district. A survey research design was used to achieve these objectives. A questionnaire and interview guide were developed and used to solicit responses from respondents. Frequent counts and... Continue Reading
    ABSTRACT In some regions of Kenya, poor performance in the Kenya Certificate of Primary Education (K.C.P.E.) has been attributed to factors such as; absenteeism of pupils from school, lack of facilities, lack of teacher motivation, understaffing and lack of role models. However these factors differ depending on the critical region under study as... Continue Reading
    TABLE Of CONTENTS DECLARATION ................................................................................................................ i APPROVAL ....................................................................................................................... ii ACKNOWLEDEMENT... Continue Reading
    TABLE OF CONTENTS DECLARATION ..................................................................................................... i APPROVAL ........................................................................................................... ii DEDICATION... Continue Reading
    Call Us
    whatsappWhatsApp Us