Citation: Sani, A-U. & Abdullahi, Z. (2016). Remains Just Implementation: A Review of Works on the Conditions of Teaching and Learning Science and Technology in the Nigerian Secondary Schools. Being a paper presented at the 3rd Annual National Conference of Faculty of Education on Revitalizing Education for Social, Political and Economic Engineering, held at ICT Auditorium Usmanu Danfodiyo University, Sokoto, Nigeria.
Remains Just Implementation: A Review of Works on the Conditions
of Teaching and Learning Science and Technology in the Nigerian Secondary
Schools
By
Abu-Ubaida SANI
Department
of Educational Foundations
Usmanu
Danfodiyo University, Sokoto
Phone
No. 08133529736
Email
Adress: abuubaidasani5@gmail.com
And
Zalkarnaini Abdullahi
Usmanu
Danfodiyo University, Sokoto
Phone
No. 08039557853
Abstract: Since times immemorial, status of science and
technology in Nigeria has been topic of discussion. Various researchers on
different ramifications of the phenomenon in question, have conducted numerous
researches. As strive toward achieving the Nigerian National Goals on
Education, science and technology must be given significant attention. The
world today is in technological era, and thus science and technology move, rule
and control the world. However, as educational system is geared towards
achieving the National Educational Goals, derived from the Nigerian Policy on
Education, it is also the wish of the Nigerian system of education to meet up
with the global technological booming. In line with this, many researchers have
table on suggestion and/or recommendations as panacea for the improvement of
the deteriorating system. However, these proposals seem to have being
neglected. This paper has as gist, to review some of these works. Finally, the
paper provides some possible panaceas to the persisting problem. One of such is
for the government to reconsider the extent to which science and technology
worth to be given attention to. Another is the necessity to consider such
recommendations and/or suggestions by various scholars with regard to the
issues. Thus they should be analyzed, modified and implemented accordingly.
Introduction
The federal government of Nigeria emaciated the vision 2020
program of development aimed at catching up with the rest of the most
industrialized nations of the world in the year 2020 (Akase, Mwekaven,
Awuhe, & Tombuwua ). Science and technology education holds the key to the
present and future development of Nigeria and/or any other country for that
matter (Egbogah, 2012). Jegede & Brown (1998) has similar opinion with
Ogunnade (2006) thus, sound national development emanate mainly from the area
of science and technology. More so, according to Okeke (2007), science and
technology are like two inseparable twins.
Science is an activity of man carried out in order to know more
about his environment t(Adeoye F. A’ & Amen-angebe). This human
investigative aspect of science is dynamic since it involves the action of man
as the penetrate the unknown. This activity of man’s effort to increase
his understanding of his natural environment has been greatly influenced by the
acceptance of identifiable procedures, belief, and ethical standards (Griggs J.
D. 2013).
Technology however, is an integrating activity, which draws from
many different disciplines. It has practical and experimental elements. It
depends on fusing the qualitative and quantitative aspects of designing. It is
through this activity that we have fashioned our world and determined much of
our quality of life (Dold, 1986).
However, according to UNESCO (2008), referring to situation in
Africa, curriculum has to be revised “if they are to prepare young stars to
live in a society marked by explosion of knowledge of science and technology by
information and communication.” The contribution of science and technology to
foster development in the world cannot be over emphasized. With the evolution
and revolution of science and technology, the world has achieved advancement in
various sectors such as infrastructure, energy industrial financial and
agriculture among others. While the growth of science and technology is
pronounced in western continents, the pace in Africa is slow. In addition to
its contribution to development, science and technology today is a menace to
man, society and ecosystem.
However there have been several researches on the condition of science
and technology in Nigerian secondary schools (Ogunmade, 2005. Citeded in
Agbowuro, Taiwo, & Shu’ibu 2015 ). The results prove the condition of
teaching and learning in Nigerian secondary schools to be below average. It is
right at this junction to say, this phenomenon has been dealt with in terms of
researches, what remains is implementation of the findings made by various
researchers ( Sani 2012).
Conceptualization of Terms
Science: Science
is derived from Latin word “scientia” (Griggs, 2013 ). It takes various
meanings such as; what is to know, what is a fact, truth or concern. Science is
act of doing and is more concerned with various investigative processes and
activities with regard to development, acquiring and controlling, knowledge,
skills, capacity and attitude about natural factors of the environment
(Mbajiorgu, 2003; Shinshima, 2003). Gottlieb (2004). Viewed science as an
intellectual activity carried out by human that are designed to discover
information about the natural world in which humans live and to discover the
ways in which this information can be organized into meaningful patterns.
Technology: Technology is mostly described as applied science which can be
organized to have practical implication in life. Most of the technologies are
coming from scientific ideas, thus, by the process called engineering (Godwill,
2014).
Implementation:
The word implementation connotes operationalization of well articulated and
well intentioned ideas packed as theory. Hence, to implement is to put to action
packed ideas (Chaudhary 2015). Therefore, implementation is a process of
putting an agreed plan, decision, proposal, idea or policy into effort
(Chikumbu & Makamure 2000).
Curriculum Implementation in Nigeria
According to Asebiomo (2009), no matter how well formulated a
curriculum may be, it’s effective implementation is a sine qua non toward
achieving the desired goals of education. This is because problems of most
programs arise at the implementation level. MKPA (2005) remarked that, in
Nigeria, it is at the implementation state that many excellent curriculum plans
and other educational policies are marred. Even in some cases where attempts at
ensuring actual operation, curricula have not yet yield satisfying and
recommendable dividends, hence dissatisfaction of parents and significant
others with poor performance in the educational system which is characterized
by crises and with curricula, marked by abysmal failure. Writing on the failure
of curriculum in Nigeria Mezieobi (1993) maintains that, curriculum with all
it’s well conceived goals is falling, largely as result of implementation
dormancy or faults. This “scenario” is general and assuming the status of
“national culture” across every curriculum of Nigerian educational system.
Global Role of Science and Technology
Science and technology have laid the foundation for progress in
society, and have helped to make people’s lives more materially prosperous
(Godwill, 2014). At the time of industrial revolution, entrepreneurs used scientific
and technological outcomes for the development and improvement of production
for profit. More so, competition between nations became intense and focused on
the important of science and technology as a source of national power on
economy and security.
However, science and technology, globally, has brought several
progress on the society as stated by Toyama in Ogar & Awhen, (2010) as
follows:
i. Materials prosperity: Since industrial
revolution, science and technology have shown accelerated progress in energy,
physical materials, information and communications, medicine, resulting into
improvement in people’s health, economic prosperity and living conveniences.
ii. Transportation: Progress in energy
and material technology has given rise to new transport modes, such as
railways, automobile, airplane and ships.
iii. Communication: Development
of telephone, radio and GSM cellular phone broaden the range of human
activities and scope of human exchange.
iv. Machine Tools: Large-volume
production of goods and production of diverse types of material.
v. Medical Technology: Resulted in
extension of people average life span, infant and child mortality rate reduced
leading to rise in world population.
vi. Globalization: Advocacy that
political policies should take worldwide issues into account before focusing on
national or state. Information Technology (IT) – the internet revolution
combined with computer technology led to information revolution, which reduced
cost and time required for information distribution (Toyama in Ogar &
Awhen, 2010).
Status of Science and Technology in Nigerian Secondary School
For decades, there has been a numerous calls in Nigeria for the
reformation and improvement of science and technology education (Omofonmwan
2013). This is similar to the international calls for change in science,
technology, engineering and mathematics education in schools especially by
scientific bodies ( Epstein & Miller, 2011; Miller, 2012). However, the
nature of African political systems and governance greatly limits the growth of
science and technology (Godwill, 2014). Most polices of the government do not
encourage invests and promotion in this sectors. Scientific projects are hardly
supported due to the high cost of implementation. Corruption and poor
governance is the key to the underdeveloped state of science and technology in
most Nigerian secondary school.
Another critical aspect
of poor science and technology in Nigerian secondary schools is the
report that majority of teachers who are already in the system seem to lack
initiatives and skills that are imperative to move science and technology
education ( Nanda 2008). Lack of ideal resources for science and technology
teaching and learning in Nigerian secondary schools has also been a major issue
of concern (Omorogbe & Celestine, 2013; Ojebiyi, & Sunday, 2014). It is
a well known fact that the quality of education a student receives largely
depends on the quality of teaching/learning resources provided (Ojebiy &
Sunday, 2014). Teaching and learning resources are all the things used by the
teacher during teaching to aid understanding and make teaching successful and
effective (Adeyemo, 2010). They include; modern textbooks, equipments,
consumables like chemicals and reagents, models, charts and machines among
others. Also, the physical learning environments which include the science
classrooms, workshops and laboratories (Okoli, Ebaijulu, & Ella 2013).
The Need to
Implementation Scholars Suggestions/Recommendations With Regard to Science and
Technology in Nigeria
Many researches has been
conducted on the status of science and technology in Nigerian secondary
schools. Very recent Shehu, (2013) investigate into the provision and
utilization of laboratory facilities and student performance in Gombe state. In
this woria he examined the provision of laboratories facilities in secondary
schools. He concludes that, if the government should provide laboratory
facilities and ensures its utilization, it would serve as strive towards
standardization of science and technology in Nigerian secondary schools.
Another research is that
of Bashir, (2006) who looks into the problems in organization of effective
science practice in senior secondary schools in Sokoto state. He pictures out
that if teachers will effectively enhance practical aspect of science in
secondary schools, it would help in advancement of science in higher level of
education. More so, when examining the problems of teaching and learning
science in rural and urban secondary schools in Sokoto metropolis, Namandi,
(2011) concludes that, lack of adequate teaching and learning facilities hinder
the teaching and learning of science. He recommends that there should be
improvement in; laboratories, text books and conducive learning environment in
order to rebirth science in Nigeria.
Jiya, (2011) holds that,
lack of qualified science teachers is in the front line to the poor status of
science in Nigerian secondary schools. Thus, there is the need to ensure that
only qualified and competent teachers are shoulder the task of teaching in
secondary schools as well as other carders of education in Nigeria. Similarly,
Ahmad (2012), suggests that lack of facilities, workshop, and qualifies
teachers should be provided in technical schools if Nigeria is ready to meet
her vision 20:2020 of development. In line with this, Sani, (2012) opines that
policies are being made but at the same time, teachers are not aware with the
provision of the policy or been implemented in a way in which it was not
planned for.
Moreover, Dahiru, (2011)
conducted a research on the relationship between school supervision and teacher
efficiency in senior secondary school in Gusau Local Government, Zamfara State.
He states that, if schools should be regularly supervised, they will became
more dedicated to their work and these will lead to rise in the status of
teaching and learning especially science and technical schools across Nigeria.
Recommending on the adequacy of teaching facilities in secondary school, he
states that, lack of qualifies teachers is one of the major causes of failure
in science education in Nigeria. Similarly, Perpetue (2006) also recommend that
teaching and learning material should be provided if Nigeria is to move forward
her system of education toward sustainable development.
Conclusions
Science and technology
education has suffered enormous setback in Nigeria due to the low status
accorded to it in general. Some of these problems emanate from various
interpretations of Science and Technology by policy makers as well as the implementers
of policies on science and technology education. To attain the quantitative and
qualitative science and technology education is to use the suggestion and
recommendation of scholars and enhance proper implementation of those findings.
Thus, if science and technology is properly taught from the lower level, this
will lay a sound foundation for science and technology at higher levels.
Perhaps, and with that, there would be great boom in the sector, thereby
developing the country in general.
Suggestions
i. Government should reconsider the extent
to which science and technology worth to be given attention to. Thus, the world
today lies on the hands of science and technology.
ii. Such
recommendations and/or suggestions proposed by various researchers on the topic
in question should be considered accordingly.
iii. Condition
of science and technology in Nigerian secondary schools should be revisited.
Thus, required textbooks, laboratories, efficient teachers and conducive
teaching and learning environment should be provided.
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