ABSTRACT
This study investigates the constraints to effective teaching and learning of Basic Science in Nigerian secondary schools. A mixed-methods approach was used, combining both qualitative and quantitative data from a survey of 100 science teachers, 200 students, and 50 education officials. The results show that teacher qualifications, experience, and training are significant predictors of student achievement in science. Additionally, resource availability, utilization, and effectiveness are significantly related to student motivation, engagement, and achievement. The study identifies several constraints to effective teaching and learning, including lack of resources, large class sizes, poor student motivation, and lack of support from school administration. The findings highlight the need for policymakers and educators to address these constraints in order to improve student achievement in science. Recommendations include teacher training and development programs, resource provision and effective utilization, and prioritization of science education. The study contributes to the understanding of science education in Nigeria and provides insights for improving teaching and learning outcomes.
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Basic Science is a vital subject that lays the groundwork for science education, playing a critical role in shaping the future of individuals and society (Harlen, 2010). It encompasses various disciplines, including biology, chemistry, physics, and environmental science, which are essential for understanding the natural world and addressing real-world problems (Bybee, 2010). Effective teaching and learning of Basic Science are crucial for developing scientific literacy, critical thinking, and problem-solving skills, ultimately driving technological advancement and innovation (National Research Council, 2012).
Scientific literacy is a fundamental aspect of Basic Science education, enabling individuals to make informed decisions about their health, environment, and technology (Laugksch, 2000). It also fosters curiosity, creativity, and critical thinking, essential for addressing complex challenges in various fields, such as medicine, energy, and sustainability (Next Generation Science Standards, 2013). Moreover, Basic Science education has been linked to improved academic achievement, career opportunities, and economic growth (OECD, 2016).
Despite its significance, Basic Science education faces numerous challenges, including inadequate infrastructure, outdated curricula, and insufficient teacher training (UNESCO, 2019). These challenges hinder the effective teaching and learning of Basic Science, ultimately affecting students' performance and interest in science subjects (Osborne & Dillon, 2008). Furthermore, research has shown that students' attitudes towards science and their motivation to learn science are strongly influenced by their teachers' enthusiasm, knowledge, and teaching methods (Wang, 2017).
In Nigeria, Basic Science education is a critical component of the secondary school curriculum, aiming to develop students' understanding of scientific concepts and their applications (Nigerian Educational Research and Development Council, 2017). However, the country faces significant challenges in providing quality science education, including inadequate resources, poor teacher training, and large class sizes (World Bank, 2018). These challenges underscore the need for research on the constraints to effective teaching and learning of Basic Science in
