An Evaluation of Teachers Preparation for Science Teaching and Effect on Achievement in Science in Lagos State
- September 17, 2021
- Posted by: rsispostadmin
- Categories: IJRISS, Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue VIII, August 2021 | ISSN 2454–6186
Prof. Duro Ajeyalemi1, Prof. Uchenna Udeani2, Dr. O. S. Olabiyi3, Dr. S.O.A. Fakorede4, Dr. V.F.T. Babajide5
Dr. O.T. Ojo6
1-6Faculty of Education, University of Lagos, Nigeria
* Principal researcher
Abstract: Academic achievement is the extent to which a learner is profiting from instructions in a given area of learning and turn is dependent upon the teachers’ knowledge base for effective teaching. The quality of teachers is equally dependent on the nature of their preparation. Despite the emphasis on science education that is made compulsory and formed part of the requirement for admission especially in sciences, medical, agricultural, environmental, and engineering programs. The performance of students in sciences has consistently been poor and unimpressive. Therefore, the paper aims at evaluating teachers’ preparation for science teaching and its effect on achievement in science in Lagos state. Using a descriptive survey research design and a sample of 173 science teachers. A validated and piloted questionnaire based on a 4-point rating scale used as the data collection instrument for the study. Data were analysed using descriptive and inferential statistics including means and standard deviation. Data analysis was facilitated using the Statistical Package for Social Sciences (SPSS). Findings revealed that science teachers perceived their training on content and education courses as adequate, pedagogical knowledge training received to prepare them to teach major subjects, workshops and seminars help in professional development. It was recommended that: Teachers should be sensitized through in-service and continuing education courses and revision of teacher training curriculum to improve teaching methodologies, building the capacity of teachers in the use of relevant teaching materials and the government should equip schools with relevant teaching materials such as ICTs and alternative power supply
Keywords: Academic achievement, Science teaching, Evaluation, Teachers preparation.
I. BACKGROUND OF THE STUDY
Science is a controlled body of knowledge in form of concepts, laws, theories, and generalizations. Science is defined as a study of nature and natural phenomena to discover their principles and laws (Urevbu, 2001). Science has three interrelated aspects: content, process, and attitude. Content can be grouped into physical, life and earth sciences, while process encompasses the fifteen inquiring skills proposed by the American Association for the Advancement of Science (AAAS) which include observing, classifying, experimenting, measuring, inferring, organizing data among others, and attitude is concerned with openness and objectivities
