EFFECT OF SCIENCE TECHNOLOGY AND SOCIETY APPROACH ON JUNIOR SECONDARY SCHOOL ACQUISITION OF SCIENCE PROCESS SKILLS IN BASIC SCIENCE IN ENUGU NIGERIA

ABSTRACT

This study investigated the effect of Science, Technology and Society – Approach (STS-A), on Junior Secondary School Students’ Acquisition of  Science Process Skills (SPS) in Basic Science in Enugu Education Zone of Enugu State. A pre-test-Post-test quasi experimental design was used for the study. Three research questions and three null hypotheses tested at

0.05 level of significant guided the study. The sample consists of ninety-five Basic Science Students randomly selected from two out of the ten co-educational secondary schools in Enugu Educational Zone. In each of the schools sampled, a stream of JS 2 was randomly sampled for experimental treatment and control respectively. Students in the experimental group  were  taught using  STS-A  while  students in  the  control group  were  taught using Traditional approach (lecture method). Both groups were taught the same STS-topics for four weeks at the end of which data was collected. The instrument used for data collection is a 40- item Science Process Skill Acquisition Rating Scale (SPSARS) developed by the researcher. The  instrument  was  validated  by  experts  in  Science  Education.  The  reliability  of  the instrument was determined using Cronbach alpha reliability index and Kendall’s coefficient of concordance (W). Mean and Standard deviation was used to answer the research questions while ANCOVA was employed to test the null hypotheses. It was found that STS-Approach proved a  more  effective  approach to  the  acquisition of  Science Process Skills than  the Traditional approach. Gender has no influence on the mean acquisition of Science Process Skill of students taught using STS-A. The researcher therefore, recommended the use of STS-A to enhance Science Process Skill Acquisition in Basic Science.

CHAPTER ONE

INTRODUCTION

Background of the Study

Science has been defined as the knowledge about the world, especially based on examining, testing and proving facts while Technology are the ways of doing things that are based on modern knowledge about science. These two inseparable tools play vital roles in national development such that no nation can be judged as developed where it has nothing to show scientifically and technologically. These roles of science and technology cut across all facets of national development and include: Agriculture, health and medicine, transportation, communication, comfort, entertainment and welfare, automation, building and construction to mention but a few.

Little wonder then Nwaigwe (2001) and Umoren (2001) described Science and Technology as the bedrock of the development of any nation, since according to them, the nation’s level of science and technology forms the strongest link between its socio-economic development and civilization.

Considering  these  crucial  roles  of  science  and  technology  in  the  lives  of  the individuals and the development of the nation, it becomes imperative that every well-meaning country should endeavour to create opportunities for every individual to develop both scientifically  and  technologically  so  as  to  face  the  global  challenges  of  science  and technology. Nigeria is not an exception and so, the Federal Republic of Nigeria (FRN) as stipulated in the NPE (2005-2012 updated) included science and technology education at all

levels of school system.

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Since the introduction of science and technology Education into the school system, the government has continued to support the programme through different ways. For instance, the

6-3-3-4 system of Education which has been restructured into 9-3-4 system of Education by the NERDC Draft of 2006 was introduced to enable the learner learn science through the acquisition of skills so as to be equipped to live effectively in this modern age of science and technology. The government also came up with a policy that 60% of the students seeking admission into the nation’s Universities, Polytechnics and Colleges of Education should be admitted for science-oriented courses while 40% of the students should be considered for Arts and Social Sciences.

Several other supports have come from professional associations such as Science Teachers Association of Nigeria (STAN), Mathematics Association of Nigeria (MAN), Nigerian Academy of Education (NAE), Nigerian Academy of Science (NAS) etc through the organization of conferences, workshops and seminars. Some NGOs have from time to time organized  science  fair  and  quiz  competition  programmes  such  as  Junior  Engineers, Technicians and Scientists (JETS). Scholarship awards were also given to students in order to encourage them study science, technology and mathematics in the school system. Still in line with the government effort to improve science and technology education, the Federal Government of Nigeria has also revisited the structure of science, technology and mathematic curricula through bodies like NERDC and STAN. The restructuring was done in areas like philosophy,  objectives,  content,  methodology,  evaluation and  the  implementation  (Ivowi

1997). This effort was geared towards making science, technology and mathematics education in Nigeria meet up with the changing philosophy and objectives of the nation as contained in the NPE (1981) which among other things is to make the country self-reliant and egalitarian.

Unfortunately,   despite   all   these   support   from   the   government,   professional associations and NGOs to improve the teaching and learning of science and technology at all levels of education, research reports revealed a decline in students’ interest, attitude and performance in science-related courses as more students have continued to seek admission into  Social Sciences and  Arts than  in  science  courses on  yearly  basis.  In other  words, according to Achor (2011) and Oludipe (2011), all these government efforts have not yielded the much needed result. They therefore suggested that further attention should be given to teaching and learning of science especially in Nigeria as a developing country.

Disturbed by this ugly development, researchers in the field of Science Education in Nigeria embarked on series of studies to find out the logic behind this ugly development. They found that the problem stemmed from the first form of science a child comes in contact with at the Junior Secondary School level, that is, Integrated Science (Basic Science).

To this, Osuala, Ogoamaka (2005) and Duru (2007) have this to say; “Despite the workshops and annual conferences, studies continue to reveal that students’ result in the sciences remained persistently poor because of poor teaching methods used at the foundation science courses, that is, Integrated Science”.

Integrated science is a core subject in the Junior Secondary School Certificate Curriculum which provides the students with basic and fundamental knowledge necessary for understanding of scientific principles and concepts. This course integrates students into the world of science after their exposure to the rudiments of science called primary science at primary school level (Adetoyinbo, 2004). Integrated Science also prepares the students for the study of core subjects like Biology, Chemistry, Physics, etc. at the Senior Secondary School

level which in turn brings about students’ interest in science and technology-related courses at the Tertiary Institutions.

The skills which integrated science is supposed to develop in the students as listed by

Bajah (1988) includes:

  Observing carefully and thoroughly

  Reporting completely and accurately what is observed.

  Organizing information acquired.

  Generalizing on the basis of acquired information

  Predicting as a result of generalization

  Designing experiment (including controls where necessary) to check predictions.

  Using models to explain phenomena where appropriate.

  Continuing the process of inquiry when new data do not conform to prediction According to NERDC report (2007), integrated science also teaches the students the simple process of science and will also enable them to;

  Develop interest in science and technology

  Acquire basic knowledge and skills in science and technology

  Apply their scientific and technological knowledge and skills to meet societal needs.

  Take  advantage  of  the  numerous  career  opportunities  offered  by  science  and technology.

  Become prepared for the further studies in science and technology.

Considering the above stated objectives of Integrated Science, therefore it may not be wrong to say that Integrated Science forms the basis of Science, Technology and Mathematics Education.  And  since  there  can  be  nothing  like  development  without  a  sound  Science,

Technology and Mathematics Education which is crucial to the attainment of the laudable vision 20:2020 objectives, any society which aspires to be scientifically and technologically developed must have an adequate level of Integrated Science Education as a foundation course for other sciences  (Adeyegbe, 1998; Ojerinde, 1998; Okebukola, 2002).

Despite all Government efforts to ensure that these laudable objectives of Integrated Science are actualized, research reports have continued to reveal a persistent students’ poor performance in integrated Science at the Junior Secondary School Certificate Examination with a consequent students poor performance in science subjects at the Senior Secondary School Certificate Examination. Duguryil, Duguryil, Profi (2011), reported that students did not attain up to 30% credit level and above pass in integrated science between 2004 and 2008. Ojerinde (1998), also observed that students’ performance in Integrated Science at the JSSCE still leaves much to be desired. This consistent students’ poor performance in science at the JSSCE and SSCE has continued to have a negative effect on students’ enrolment as well as their performance in the sciences at the tertiary institution. Again, many graduates of science lack the skills to actualize wealth creation or become self-reliant. What this potends is that the objectives  of  integrated  science  have  not  been  fully  actualized.  This  situation  is  very disturbing when viewed against the nation’s aspiration for scientific and technological advancement as contained in the vision 20:2020. Duguryil et al therefore suggested that this problem of students’ poor performance in Integrated Science should be given an urgent and serious attention if our aspiration to be one of the top 20 most developed nations as enshrined in the vision 20:2020 blue print must not elude us. Many reasons account for this students poor performance in Integrated Science. Researchers blame this ugly situation on teaching strategies used by teachers among other factors (Adepitan, 2003; Ivowi and Oludotun, 2001).

Afuwape and Olatoye (2004), identified lack of qualified teachers, teaching methods, lack of equipment and facilities for teaching, lack of practical works, and insufficient allotment of time for integrated science on the school time-table as the major factors militating against the successful implementation of the core curriculum in Integrated Science. To this end, records suggested that further classroom based research studies on integrated science teaching and learning problems should be vigorously pursued. Hence, the need to search for an approach that will enhance the implementation of the objectives of teaching integrated science led to this study.

Integrated Science like every other science subjects is by its nature dynamic and activity  oriented.  It  has  its  processes  and  products.  The  processes  of  science  are  the approaches  used  by  scientists  in  carrying  out  investigations.  These  approaches  involve process or inquiry skills also referred to as science process skills. Science process skills are mental and physical ability and competences which serve as tools needed for the effective study of science and technology as well as  for problem-solving, individual and societal development (Nwosu, 2011). Harlen (1984), defined Science process skills as the abilities that can be developed by experience and which are used in carrying out material operations and physical actions.

Ango (1992), Collette and Chappetta (2004), classified science process skills into Basic Science process skills and Integrated Science process skills. According to them, the Basic Science process skills include: observing, communicating, measuring, inferring, classifying and predicting while the Integrated Science process skills include such skills as identifying variables, formulating hypotheses, describing relationship between variables, designing   experiment   and   interpreting   data,   formulating   models,   defining   variables

operationally, understanding cause and effect relationship. The Basic Science Process Skills are simpler and provide the foundation for learning the Integrated Science Process Skills which are more complex. Basic Science Process Skills are vital for science learning and concept  formation  at  Primary  and  Junior  Secondary  School-levels.  More  difficult  and complex integrated science process skills are more appropriate at Secondary and Tertiary School levels for formation of models, experimenting and inferring. Botherton and Preece (1995) noted that scientists can only use integrated science process skills effectively once they have mastered the basic skills.

Moreover, the 1997 American Association for the Advancement of Science (AAAS) cited  in Nwosu (1991) identified fifteen process skills as  follows; observing measuring, classifying, communicating, predicting, inferring, using number, using space and time relationship, questioning, controlling variable, defining operationally, formulating model, hypothesizing, designing experiment,  interpreting data.  Research studies  focusing on the science curriculum improvement studies and Science – A Process Approach (SAPA) indicate that students, if taught process skill abilities, not only learn to use those processes but also retain them for future use (Okebukola, 2002). The acquisition of science process skills will help  the  students  to  explore  their  environment,  solve  certain  scientific  problems  by transferring classroom experience to real life situations. The qualities inherent in these skills will contribute to the students abilities to answer questions and solve problem even when the information base of science and technology changes.

It is in line with the realization of these important roles of science process skills in solution to scientific problem, that the Federal Government of Nigeria among other things state as one of the national goal of education in Nigeria that “education should aim at helping

the child in the acquisition of appropriate skills, abilities and competences, both mental and physical as equipment for the individual to live with and contribute to the development of the society”. Ibe and Nwosu (2003) and Okoli (2006) are of the opinion that the acquisition of science   process   skills   of   observing,   measuring,   questioning,   designing,   experiment, interpreting data, etc enables one to become specially equipped with the tools required for scientific inquiry or problem-solving as well as ability to use these skills in the laboratory for a variety of investigation. But unfortunately, studies showed that students at all levels of education exhibit very poor acquisition of these important skills (Igboegwu, 2006; Nwosu,

2006). Researchers attributed this poor acquisition of science process skills to a number of factors such as teaching methods employed by teachers among others. Researchers regretted that science teachers have continued to lay extreme emphasis on content and teacher-centered approach  (Lecture  method)  neglecting  the  practical  activity  approach  which  enhances teaching and learning of science. This present method used in teaching science especially in Secondary Schools do not augur well for the acquisition of Science Process Skills by Students (Ibe, 2004; Madu, 2004). According to Okebukola (2002), students learn the basic skills better if they are considered an important object of instruction and if proven teaching methods are used. Therefore, it is relevant to select appropriate teaching strategy that can facilitate the acquisition of science process skills as this will enable the students to use science information in daily life both personal, social and global.

Hence, the need to teach science in the context of human experience to match the increasing rate of science and technological advancement in our society led to  Science, Technology and Society-Approach (STS – Approach) world wide. This paradigm shift in teaching method was first adopted in the USA in 1960. STS-Approach is recognized as a

reform in Science Education across the world. The change in societal values prompted the proponents of STS-Approach to advocate for a change in the objectives of science teaching. They suggested that science should be considered from the societal view point rather than that of a scientist. Therefore, STS-Approach is designed to bridge the gap between academic work and everyday activities. The curriculum of STS-Approach is geared towards child-centered or activity-centred design, which puts more emphasis on learning science as a process rather than a body of knowledge (product) STAN (2001).

STS – Approach according to Yager (1992) means involving learners in experiences, questions and issues which are related to their lives. In a STS – Approach Classroom, the teacher creates situations where students will need the basic concepts of Science and Technology and Process Skill that allow them to become active and responsible citizens by responding to issues that influence their lives.

Ajeyalemi (1983) is of the opinion that the essence of STS class is that students come to acquire and use the processes of science which are appropriate to the solution of particular problem. This view is in line with the aim of STS which includes, among other things; the production of scientifically and technologically literate citizenry that is capable of taking responsible decisions about crucial problems and issues, and taking personal actions that can bring about development in the society. STS – Approach is needed to bring out attitudinal changes  as  we  imbibe  scientific  and  technological ways  of doing  things  referred  to  as processes or skills. It is also needed to enhance meaningful learning, provide opportunity for skill acquisition, decision-making and problem-solving, as well as overall improvement or the draw back of the conventional approach in science teaching. An investigation of students accomplishment in science experience through the STS – Approach have been extensively

documented (Yager, 1990, 1993b, 1998; Kellerman and Liu, 1996; Liu, 1992 & Negedum,

2008).   Collectively,   their   reports   revealed   a   measurable   improvement   in   students’ achievement with respect to mastery of science concept and processes; the ability to apply science concepts and processes in new situation particularly those in real-life setting; an understanding and use of the basic feature of science (i.e. nature of science). The report further indicates significant increase in students curiosity about natural and human-made world, significant improvement in students interest and attitude toward science and science- related careers and significant growth in students creative abilities relevant to science (such as the quality and quantity of student-generated questions, proposed explanation and  methods of testing  the  validity  of  those  explanations).  The  above  citation  clearly  attests  to  the effectiveness of STS – Approach in accomplishing the reform vision of National Science Education Standard (NSES). Thus, this study will contribute to the attestation of the effectiveness of STS – approach in acquisition of science process skills and actualization of the objectives of the existing Integrated Science Programme.

Furthermore, a meaningful development should involve all citizens irrespective of gender, tribe or religion. Apart  from teaching method, gender is another factor that  has impacted on science education and interplays in the acquisition of Science Process Skills. However, studies have shown a contradiction on the acquisition of Science Process Skills in relation to gender. For instance, Raimi, (2002), reported that the effect of gender on students’ performance  in  chemistry practical skill acquisition was  not  significant.  The  result  also revealed a no significant interaction effect of treatment and gender on students’ acquisition of practical skills in chemistry but remarks that female students performed better than their male counterparts in computational skills. Nwagbo and Chukelu (2011) and Ogunleye and Babajide

(2011) have similar reports. According to them, gender has no significant effect on acquisition of Science Process Skills. Reporting further, Ogunleye et  al noted that the era of male dominance and supremacy in science learning is fast winding up. With scores of male and female students not significantly different both in achievement and practical skills, gender stereotyping  as  well  as  the  view  of  science  career  being  for  male  students  are  fast disappearing. The trends of boys having greater natural aptitude than girls has been disproved by the finding of this study.

Contrary to these studies are the reports of Nwosu (2001) and Okoh, Iwuzor and Odinma (2011). While Nwosu noted that boys generally perform better than girls, Okoh et al. reported that boys failed to achieve higher in computational problems in chemistry than their female counterparts. Shaibu and Maris (1997) study on gender difference in acquisition of science practical skills among Junior Secondary school students in Nigeria showed that there was  a  significant  difference  in  the  practical  skills  of  boys  and  girls  but  no  significant difference was observed in the application of practical skills acquired. Thus, with this contradicting reports and lack of clear trend in gender influence in students’ acquisition of science process skills, there is need for further investigation. Again, none of these researchers employed the STS – Approach in their study, hence the need for this study.

Statement of the Problem

Research evidence have revealed a persistence in students’ poor performance and lack of interest in science at the secondary school level resulting to low enrolment in science related courses in tertiary institution. This trend was blamed on the instructional methods used by  teachers  of  science.  Moreover,  researchers  have  noted  the  relationship  between instructional method and acquisition of science process skills. According to them, certain

instructional methods (lecture, chalk-talk method, etc) do not augur well for the acquisition of science process skills. Findings in these studies were largely based on such approaches as cooperative learning strategy, guided inquiry with analogy, games, practical activities and demonstration in teaching for the acquisition of science process skills with no empirical evidence on the use of STS – Approach. Furthermore, the efficacy of STS-Approach as a reform needs to be tested in all aspects of Science Education.  Therefore, this study seeks to find the effect of STS – Approach on students’ acquisition of SPS in Integrated Science with gender as an intervening variable.

Purpose of the Study

The purpose of this study is to  determine the  effect  of STS  – Approach on the acquisition of science process skills in integrated science.

Specifically, the study sought to find out the following;

1)  The differential effect of STS – approach and traditional approach on the acquisition of science process skills.

2)  The effect of gender on the acquisition of SPS of Basic Science students thought using

STS – Approach.

3)  The interaction effect of STS – Approach and Gender on SPS acquisition of Integrated

Science Students.

Significance of the Study

The findings of this study is expected to be of great benefit to the following: students, integrated science teachers, curriculum planners, educational administrators and policy- makers.

Integrated science students will benefit from this study since it is a student centered instructional approach. It will enable them to develop insight within their environment on how to solve their real life problems as students work in teams to solve one or more complex and compelling real world problems. This study might also enhance the students active participation in science which will help in improving the understanding of science process skills.

Furthermore, the finding of this study will help many science teachers who do not know the efficacy of this approach in the teaching and learning of science. The extent of the efficacy of the finding of this study is hoped to help the teachers in presenting their lesson down to the level the learners will understand. In addition, this could also help in stressing the need for students to acquire Science Process Skills since this will improve academic achievement especially in Integrated Science and by extension in Senior Secondary School Science Subjects. Again, for curriculum planners, the findings will bring to lime-light the importance of fully integrating STS – Approach into the curriculum of Junior Secondary School in Nigeria.

This study will go a long way in helping the educational administrators and policy- makers improve their services to the school by providing human and material resources, creating  enabling  environment  that  will  help  the  teachers  and  students  learn  science effectively.

Scope of the Study

This study is on the assessment of the effect of STS – Approach on the acquisition of Science Process Skills in Integrated Science. The study was conducted using JSSII students and teachers in Enugu Educational Zone of Enugu State. The study was limited to Enugu

Educational Zone  because  of time  factor  and  financial problem.  It  was also  found  that teachers in this zone rarely use STS – Approach in teaching. The content scope for the study are living and non-living matters, environmental pollution, thermal energy and uniqueness of man. The topics under living and non living matters that were treated include: matter, changes in living matters and non-living matters. Topics under environmental pollution also treated in this study include; meaning of pollution, identification of pollutants and their effects, causes of pollution and ways of reducing and controlling pollutions. These topics were selected because they fall among the STS topics in the JSSII Integrated Science Curriculum.

For the purpose of this study, seven out of the fifteen science process skills identified by AAAS were considered. They include observing, classifying, measuring, communicating, inferring, interpreting and experimenting

Research Questions

The following research questions were generated to guide the study

1)  What are the effects of STS – Approach and the Traditional Approach on the mean acquisition of SPS among students of Integrated Science?

2)  What is the influence of gender on the mean acquisition of science process skills of

Basic Science students taught using STS – Approach.

3)  What is the interaction effect of method and gender on the mean acquisition of SPS of

Integrated Science Students?

Hypotheses

The following null hypotheses were formulated to guide this study at 0.05 level of significance .

HO1:  The  mean  science  process  skill  acquisition  score  of  students  taught  with  STS  – Approach will not differ significantly from those taught with Traditional Approach.

HO2: Gender will not be a satistically significant factor in the acquisition of SPS of Basic

Science students taught using STS – Approach.

HO3: There will be no significant interaction effect of method and gender on the mean acquisition of SPS of Integrated Science Students.

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