Students Academic Performance in Physics Chemistry and Biology A Case Study of Some Selected Secondary Schools in Fagge Local Government Area of Kano State
Students Academic Performance in Physics Chemistry and Biology A Case Study of Some Selected Secondary Schools in Fagge Local Government Area of Kano State
Students Academic Performance in Physics Chemistry and Biology A Case Study of Some Selected Secondary Schools in Fagge Local Government Area of Kano State
BY
NOVEMBER, 2016
i
DECLARATION
I hereby declare that this project is the product of my research under the supervision of Malama
Technology Education, Bayero University Kano. All other researchers views and work have
ii
CERTIFICATION PAGE
This project on Students Academic Performance in Physics, Biology and Chemistry ( A Case
Study of Some Selected Secondary Schools in FAGGE Local Government Area of Kano State),
has been successfully checked and approved. All references have been properly acknowledged.
___________________________
Project Supervisor
_________________________
Head of Department
iii
APPROVAL PAGE
This project has been read and approved in other to fulfill the requirement of the Department of
___________________________ __________________________
Research Project Supervisor Date
____________________________ ___________________________
Head of the Department Date
iv
DEDICATION
This project is dedicated to Almighty God the sustainer of all human beings who is more than
right.
v
ACKNOWLEDGEMENT
I am immensely indebted to God Almighty, who is more than right, whose love and mercy are
unquantifiable. I sincerely appreciate Him for making not only this work a success but also my
I also seize this very opportunity to appreciate the very efforts of my project supervisor for
giving me a soft landing ground in my project by making all the necessary criticism by
I will remain ungrateful without appreciating the efforts of my aunt who gave me parental and
financial support in person of Talatu Danjuma. Ma, you are more than an aunt you are a mother
I will not fail to appreciate the efforts of my parent, Samuel Amba and Ladi Samuel through
whom I came to this planet earth. May God bless and see you through in all your endeavors.
I finally want to appreciate the very efforts of my friends during my stay in the university which
among others are: Williams Nzamuche, Franklin Ugbor, Daniel James and Musa Ishaya.
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ABSTRACT
The level of students academic performance in Biology, Physics and Chemistry subjects was
found to be very poor. The declining performance of Science Secondary School Students in
Fagge Local Government Area of Kano State is somewhat disappointing. The purpose of this
paper is to identify Students Academic Performance in Physics, Biology and Chemistry (A Case
Study of Some Selected Secondary Schools in Fagge Local Government Area of Kano State).
The design that was employed in this study was a survey design. The area of study of this
research comprises of one local government area in Kano State, which is Fagge Local
Government Area of Kano State. The population of the study comprises of sixteen (16)
Secondary Schools with the total population of 6,335 students with 70 teachers respectively in
Fagge Local Government of Kano State. Therefore, in accordance to Krejcie and Morgan
Table the population sample of 361 should be collected for the total of 6,335 which tallies with
the total population of Science Students in four schools. A structured questionnaire titled: The
Performance of Students in Biology, Chemistry and Physics in Some Selected Secondary Schools
in Fagge Local Government Area of Kano State was developed by the researchers to collect
relevant data. The data collected with the questionnaire were from some selected Secondary
Schools in Fagge Local Government Area of Kano State. i.e. Government Boys Secondary
School Mamman Vice Adamu, Maryam Abacha government girls secondary school and
Government Boys secondary school Kwakwachi.
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TABLE OF CONTENTS
Title Page------------------------------------------------------------------------------------------------------i
Declaration-----------------------------------------------------------------------------------------------------ii
Certification Page--------------------------------------------------------------------------------------------iii
Approval Page------------------------------------------------------------------------------------------------iv
Dedication------------------------------------------------------------------------------------------------------v
Acknowledgement--------------------------------------------------------------------------------------------vi
Abstract-------------------------------------------------------------------------------------------------------vii
Table of Contents-------------------------------------------------------------------------------------------viii
1.1 Introduction---------------------------------------------------------------------------------------------1-3
viii
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1. Introduction----------------------------------------------------------------------------------------------12
2.4. The role of science laboratory in the performance of students in Physics, Chemistry and
Biology----------------------------------------------------------------------------------------------------15-16
2.5. Academic achievement in Biology with suggested solutions in selected Secondary Schools
3.1. Introduction---------------------------------------------------------------------------------------------30
3.5. Instrumentation-------------------------------------------------------------------------------------33-34
4.1 Introduction--------------------------------------------------------------------------------------------36
5.1 Introduction-----------------------------------------------------------------------------------------53
5.3 Conclusion----------------------------------------------------------------------------------------------54
5.4 Recommendation-----------------------------------------------------------------------------------54-55
References-----------------------------------------------------------------------------------------------56-58
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CHAPTER ONE
THE PROBLEM
1.1 INTRODUCTION
Over the years, many science curricular programs have been developed for use at both primary
and secondary levels. For example, Primary Science has developed over the years through
programs such as African Primary Science Program (APSP), the Nigerian Educational Research
and Development Council (NERDC), Primary Science and Mathematics Projects, the Federal
Integrated Science got introduced into Nigeria through the Ayetoro Basic Science Scheme and
Science Teachers Association of Nigeria (STAN). Despite the emphasis laid on the study of
science in Nigeria, its very sad to realize that the country is not making any significant head way
and is still besieged with technological problems despite the emanation of Chemistry, Physics,
Mathematics, Biology, Agricultural Science and Geography. Besides there have been problems
For these reasons, Nigeria has been grouped among the third world countries of the world
(Sorunke, 1981).
To solve this problem, there is emphasis on the study of science and technology in schools so as
to meet up with the manpower needs of the country. In fact, the government has made it a
deliberate policy that admission into the higher instruction of learning should be in the ratio of
60:40 for Science and Arts respectively. This is because Science and technology have become an
integral part of the worlds culture. It is almost impossible today to live a full and satisfactory life
11
Nigeria therefore needs to solve its problems such as improving its transportation system,
developing its mineral resources, controlling soil erosion, introducing modern scientific farming
In the opinion of Ozoro (1977), the state of science and technology in the country is now a
matter of great concern-this arises from increasing realization that Nigeria cannot develop
rapidly as it aspires to without creating adequate scientific and technical manpower. This is
obvious in the fact that expatriate scientist and technician shall only impart machines and ideas
that are directly relevant to the problems which in all sincerity are unrelated to our own. Sorunke
(1981) has this to say, Nigeria cannot increase its productivity on the farm, industries, factories
and all other sector without science and technology. He added that it will amount to self-
Science (the study of Chemistry, Physics and Biology) is the nucleus of technological
given greater emphasis, so that the country can have a large number of science graduates
irrespective of their gender, socio-economic status etc. It must also be noted that our country
(Nigeria) is suffering and will still continue to lack behind until science subjects most especially
Physics, Chemistry and Biology are given special attention. Most of the reasons why students
fail science subjects is due to the fact that our laboratories are not well equipped and even the
little available resources i.e. chemicals and apparatus are not able to measure what they ought to
Laboratory is an area equipped with scientific apparatus and equipments where scientists
perform experiments based on scientific theories. Thus, the laboratory provides resource
materials for teaching and learning of science, the laboratories allow students to have
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experiences that are consistent with the goals of scientific literacy, so if the laboratories are well
equipped and the teachers are experts, the students will be motivated to learn Physics, Chemistry
and Biology which will then lead to an excellent performance. In a situation where there are no
equipments in the laboratories, the teachers can improvise; improvisation plays an important role
(1976), true improvised equipments are those made by the teachers. Another aspect that
affects the performance of students in Physics, Chemistry and Biology is the quality of teachers,
their methods of teaching, influence of peer group, influence of Mathematics etc. For the
performance of students in Physics, Chemistry and Biology to be excellent and encouraging, the
teaching must be relevant to the actual Nigerian setting, encouraging the students in actual
process of doing rather than hearing Physics, Chemistry and Biology so as to boost their ego
In the past, observation shows that there have been low performance in Physics, Chemistry and
Biology at the O level Senior Secondary Schools Certificate Examination (SSCE); West
African Examination Council (WAEC), National Examination Council (NECO), etc. These
observations have raised problems which captivated a lot of attentions from many individuals
and organizations. These problems are viewed in various perspectives and blames are shared in
various proportions among students, teachers, and the examination body, the curriculum planers
The basis of this project is to investigate the performance of students in Physics, Chemistry and
Biology in some selected Secondary Schools in Fagge Local Government Area of Kano State.
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1.1.1 THEORETICAL FRAMEWORK
EDUCATIONAL IMPLICATIONS
First primary law of learning, according to him, is the Law of Readiness or the Law of Action
Tendency, which means that learning takes place when an action tendency is aroused through
preparatory adjustment, set or attitude. Readiness means a preparation of action. If one is not
prepared to learn, learning cannot be automatically instilled in him, for example, unless the
typist, in order to learn typing prepares himself to start, he would not make much progress in a
lethargic & unprepared manner. The second law of learning is the Law of Exercise, which
means that drill, or practice helps in increasing efficiency and durability of learning and
according to Throndikes S-R Bond Theory, the connections are strengthened with trail or
practice and the connections are weakened when trial or practice is discontinued. The law of
exercise, therefore, is also understood as the law of use and disuse in which case connections
or bonds made in the brain cortex are weakened or loosened. Many examples of this case are
memorizing a poem or a mathematical table, and music etc. need exercise and repetition of
various movements and actions many times. The third law is the Law of Effect, according to
which the trial or steps leading to satisfaction stamps in the bond or connection. Satisfying states
pain leads to the weakening or stamping out of the connection. In fact, the law of effect
signifies that if the response satisfies the subject, they are learnt and selected, while those which
are not satisfying are eliminated. Teaching, therefore, must be pleasing. The educator must obey
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the tastes and interests of his pupils. In other words, greater the satisfaction stronger will be the
This theory of learning postulated by Thorndike will greatly support this research, this is
because, theres a very clear relationship between readiness, satisfaction, practice and
performance. In essence, all the three laws will lead to good students academic performance and
the absence of one of them could result into low or poor academic performance.
There are many factors influencing the performance of students in Physics, Chemistry and
Biology, some of which are peer group influence, teachers methods of teaching, motivation,
lack of availability of Human and material resources, etc. It is the objective of this study to
investigate the students performance in Physics, Chemistry and Biology in some selected
Over the years, the majority of students that sat for the May/ June West African Examinations
Council (WAEC) and November/ December National Examination Council (NECO) have been
recording mass failure, not only in the area of overall performance of the students, but also in the
core subjects like, Biology, Physics and Chemistry where the high spate of failures have been a
dominant feature of the students performance in secondary schools in Fagge Local Government.
Characteristically, statistics reeled out by the two examination bodies, the National Examination
Council and the West African Examination Council, which is the particular focus of this study,
each time the results of West African Examination Council (WAEC) and National Examination
Council (NECO) examinations are released, they point to the fact that students drawn have not
been performing up to the required standards despite the high investment which the government,
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both at the federal and state levels, as well as the parents have been making in the sector, though,
Consequently, the out-cry on the persistent poor and unpromising performances of many senior
secondary school students in Fagge Local Government of Kano State specifically, in the past six
Council (WAEC) made educationists and the government policy makers and the researcher
wonder whether the schools are measuring up to the expectations. However, several factors
among the numerous problems confronting Senior Secondary Schools in Fagge Local
Government will without doubt positively or negatively affect students performance in WAEC
I. The students are exposed to different studying environment, being less favorable.
III. Lack of supervision by busy parents may give room for laxity of their wards.
1. Students performance and the factors that affect the performance of students in Physics,
Chemistry and Biology among Senior Secondary School Students in Fagge Local
2. If mathematics has any effect in the performance of students in Physics, Chemistry and
16
3. The role of science laboratory in the performance of students in Physics, Chemistry and
Biology.
5. Factors militating against the performance of students in Physics, Chemistry and Biology.
1. What is the performance of students and the factors that affect the performance of
Students?
3. What are the roles of science laboratory in the performance of students in Physics,
4. What are the effects of teacher methods of teaching on the students performance in
5. What are the factors militating against the performance of students in Physics,
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1.5 SIGNIFICANCE OF THE STUDY
Nigeria as a developing country places much emphasis on the advancement of science and
technology. In order to attain a remarkable height in those areas, appropriate attention must be
given to Physics, Chemistry and Biology which will contribute to the advancement of science
and technology.
The findings of this study would significantly form basis to explain some basic truth to the State
government and officials of Ministry of Education in taking the right decision on the provision of
infrastructural facilities to aid teaching and learning process which will help improve the
It will stimulate administrators to investigate and formulate constructive strategies with a view to
reducing or eliminating students poor performance through students welfare support services.
It will help the respective Government/policy makers to take corrective measures within their
jurisdiction through adequate planning of resources to meet the demands and guide their actions
on future projects on the education of staff and students for successful teaching and learning
This research would also help parents to give much attention and supervision to the students
It would also help curriculum planners to know some of the factors that contribute to low or poor
performance of students in Biology, Physics and Chemistry. This will enable them to include the
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The findings of this research would help future teachers to consider some of the factors that yield
poor performance of students. As such, teachers will be able to make necessary preparations for
it.
The research will be of immense importance to textbook publishers by enabling them publish
some relevance resource materials in their publications which will yield excellent performance in
students.
Finally, the findings of this study will serve as a foundation for future researchers to build their
The study is directed at examining the performance of students in Physics, Chemistry and
Due to time factor and financial constraints, it will not be possible to cover all the Schools in
Fagge Local Government Area. Some representative samples will be taken; this will include four
Secondary Schools from Fagge Local Government Area. The study will be restricted to students
performance in Physics, Chemistry and Biology in West African Examination Council (WAEC)
between: 2010-2014. This will provide the basis for conclusion, recommendation and perhaps
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1.7 DEFINITION OF TERMS
The following terms are defined as used by the researchers in this work.
Performance: refers to accomplishment/ achievement and how well students deal with their
studies and how they cope with or accomplish different tasks and studies given to them by their
teachers.
Mathematics: the study of numbers, measurement of space, it deals with the measurement of
Facilities: this is something that makes an action easy i.e., an aid or instructional materials, a
convenience.
Laboratory a place where scientific work is done, a room or building fitted with apparatus for
Poor Performance: the score which is less than the pass mark i.e., less than 40%.
Physics: this refers to as a science of matter and energy base and their interaction it is essentially
Learning: this refers to how to acquire knowledge or skill by studying instruction, practice or
experience and to commit to memory thought the knowledge of awareness. It is also a change in
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Questionnaire: a list of questions in which a person is expected to respond to either in written or
verbally. The interpretation or analysis of this Reponses provides necessary data for research.
Equipments: a set of material physical resources apparatus and implements used in laboratory.
Biology: it is the study of living thing. It is also one of the science subject that is been attain in
school.
Physics: this refers to as a science of matter and energy base and their interaction it is essentially
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CHAPTER TWO
2.1. INTRODUCTION
This chapter deals with the review of related literature of researches on the performance of
students has been very poor in recent years especially in science subjects, this is because science
subject have been traditionally recognized by the students as one of the most difficult areas of
study, the reason that students give for this are many, among which are: its very difficult to
understand mathematical nature, its full of derivation, the formulae are too many among so many
other factors.
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2.2 CONCEPT OF ACADEMIC PERFORMANCE
According to Nwokocha and Amadike (2005), academic performance has been described as the
Scholastic standing of a student at a given moment. This scholastic standing could be explained
in terms of the grades obtained in a course or groups of courses, commented on this scholastic
standing an argued that performance is a measure of output and that the main outputs in
education are expressed in terms of learning, that is, changes in knowledge, skills and attitudes of
individuals as a result of their experiences within the schools system. Academic performance is
point average. Students success is generally judged by examination performance while the best
criterion of performance is the sum of the students academic performance in all the subjects
taken. On the other hands, Poor academic performance according to Aremu, is a performance
that is adjudged by the examinee and some other significant as falling below an expected
standard. The interpretation of this expected or desired standard is better appreciated from the
mathematics related subjects such as biology, physics and chemistry. National Council for
Curriculum Assessment (2005) noted that many students view mathematics as a difficult subject
and perceive higher mathematics as an elite subject for only the best students. Akinsola and
Ogunleye (2003) asserted that students could only find the study of mathematics more appealing
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when they perceive the subject matter as interesting, useful and relevant to their daily living. It is
logical to think that students who offer mathematics have opportunities to perform better
especially in biology, physics and chemistry than their counterparts who do not offer
mathematics. There is a term in education called opportunities to learn Ground and Cebulla
(2000) defined opportunities to learn with regards to mathematics and science as the extent of
students have opportunity or chance to learn mathematics or any of the science subjects. This
also bears directly on students mathematics and science achievement. Brophy (2000) explained
that in maximizing opportunity to learn, attention should not be given to wide coverage of the
syllabi, but there should also be conscious efforts to teach content and skill involved deeply.
Many topics in the science subjects (biology, chemistry and physics) are inter-related. There are
overlaps or areas of intercession in the content areas. Atomic structure is taught in physical
chemistry as well as modern physics. Fermentation is a topic taught both in biology and
chemistry. Many laboratory equipment used in one subject area can also be used in others.
However, many topics in the science subjects cannot be understood without sound knowledge of
necessary for understanding of most other fields. Probably, no subject forms such a binding force
among the various branches of science - physical, biological and social as mathematics (Adetoye
& Aiyedun, 2003). Mathematics is the language of science and central intellectual discipline of
the technological societies (Kalejaye, 1985; odeyemi, 1995). A student needs basic knowledge of
mathematics like change of subject to understand density which appears under major topics like
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2.4. THE ROLE OF SCIENCE LABORATORY IN THE PERFORMANCE OF
Science educators have believed that the laboratory is an important means of instruction in
science since late in the 19th century. Laboratory activities were used in high school chemistry in
the 1880s (Fay, 1931). In 1886, Harvard University published a list of physics experiments that
were to be included in high school physics classes for students who wished to enroll at Harvard
(Moyer, 1976). Laboratory instruction was considered essential because it provided training in
observation, supplied detailed information, and aroused pupils' interest. These same reasons are
Shulman and Tamir, in the Second Handbook of Research on Teaching (Travers, ed., 1973),
listed five groups of objectives that may be achieved through the use of laboratory in science
classes:
4. understanding the nature of science - scientific enterprise, scientists and how they work,
5. Attitudes - for example, curiosity, interest, risk taking, objectivity, precision, confidence,
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(1973, p.1119).
Laboratory teaching assumes that first-hand experience in observation and manipulation of the
Laboratory training is also frequently used to develop skills necessary for more advanced study
or research. From the standpoint of theory, the activity of the student, the sensor motor nature of
the experience, and the individualization of laboratory instruction should contribute positively to
can from abstractions presented orally or in print... Thus, one would not expect laboratory
teaching to have an advantage over other teaching methods in the amount of information
The teaching of biology as a subject in secondary schools is faced with many problems. The poor
academic achievement of students in biology as indicated in the report of WAEC and National
Teachers Institute (NTI) as well as the result of state common entrance examination has come a
persisted public outcry as regards the falling standard of biology education. Science subjects are
already facing a problem. This is mostly in the area of availability of laboratories and other
teaching facilities in their right number of students studying science Cebulla (2000).
has been unsatisfactory over many years. Various reasons have been attached to this problem by
scholars. Dinah (2013) concluded that, availability of text books, laboratory apparatus and other
26
learning resources contribute significantly to the performance of students in Biology
examination. He added that, students with positive attitude towards the subject register better
performance than those who had a negative attitude. Those with positive attitude are motivates to
work hard and this is reflected in the good marks scored in the examination. Suman B. (2011)
influence the academic achievement of children. Femi (2012) concluded that education
qualification of parents and health status of students are significant factors that affect the
academic performance of students. According to Akinsanya et al. (2014) parents education has
the highest significant influence on the academic achievement of students. This is because the
child from educated family has a lot of opportunities to study hard due to his/her access to
internet, newspaper, television. They can also taught extra lessons at home. Students raised from
It has been observed that the falling academic standard and the influencing factors include the
economic status of the parents. Just having a look at the present economic situation of the
country, many poor parents do send their children to go and do pity house hold work before
going to school. These children were confused on that they can help their family through that.
However, poverty of parents has elastic effects on their children academic works as they lack
enough resources and funds to sponsor their education and good school, good housing facilities,
medical care and social welfare services. Femi (2012) in his study says, socio-economic and
secondary school Biology students revealed that family structure, parents occupation and
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educational level of parents did not have significant influence on students achievement in
biology.
Memon (2010) in his study revealed that majority of students whose parents were well educated
perform better in matriculation examination as compared to those students whose parents were
less educated or illiterate. Manalanga and Awelani (2014) concluded in their result that the
possible factors responsible for the poor performance in Biology 5090 include lack of financial
support, lack of equipped libraries, lack of laboratories and Biology textbooks, method of
teaching and accessing Biology 5090. Furthermore, practical Biology exam if highly scored
improves the KCSE Biology grade. Teachers should be encouraging to asses learners regularly
on practical skills. Perhaps, more practical lessons should be availed and documented so that
teachers should plan for them and regular inspection to insure the actual order is adhered to
(Wabuke, 2013).
The problems of students under achievement in biology have been observed by many
researchers and viewed in different angles due to its diversity. Cohen (1976) put it that directly
or indirectly classroom interactions are controlled by the teacher for it is he who promotes
particular learning situation through his choice of objective, organization of experience, selection
of materials and methods in order to facilitates the students academic performance. Owino et al.
(2014) attached the problem with inadequate supply of teaching and learning resources such as
chemicals, charts, apparatus, models, local specimens, laboratories, textbooks, and libraries led
to poor performance in Biology. They added that irregularities related to the teacher of Biology
such as irregularity in administration of practical, class discussion, teachers not allowing students
to ask questions, teachers not giving prompt feedback on assignments or exams, by not making
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the Biology subject interesting and teachers not conducting demonstration during practical.
IN NIGERIA
The role of chemistry in the development of the scientific base of a country cannot be
overemphasized and Nigeria is not an exception. Yet with the increasing importance of
chemistry to the unfolding world, the performance of Nigerian students in the subject at the
secondary school remains a dismal failure. However it is disappointing to note that the
considerably poor despite the relative importance of chemistry (Saage 2009). Several factors
have been advanced to affect studentspoor performance. Korau (2006) reported that such
include the student factor, teacher factor, societal factor, the governmental infrastructural
problem, language problem examination body related variables, curriculum related variables, test
related variables, textbook related variables and home related variables. Saage (2009) identified
specific variables such as poor primary school background in science, lack of incentives for test,
lack of interest on the part of students, students not interested in hard work, incompetent teachers
in the primary school, large classes, fear of the subject psychologically etc.
In Nigeria the pupils home upbringing tends to affect their attitudes to authority. It is one of co-
operation and passive submission. Children seen to have a natural tendency to explore, find out
and collect objects. Too much restriction can have a lasting effect on the learner to the extent that
he becomes afraid to experiment and explore in chemistry and later in life when encouraged to
find out for him or make individual contribution he may be too inhibited to do so (Lawis, and
Eddy 1967). Kahl (1961) has shown that parental attitudes were more important in predicting
29
aspiration of pupils towards continuing their schooling and successes in school than status.
Parents should not expect too little or too much from their children. Too much pressure can lead
to failure and dislike of chemistry. Critical remarks can encourage lukewarm attitude towards
chemistry. They should therefore discuss the progress of their children with the teachers so as to
Parents that are too push-up can cause academic maladjustment for learners. Boocock (1972)
found that parental dominance tend to discourage the children in school learning. However some
parents over-pamper their children too much to the points of spoiling them completely Korau,
2006). Since such parents shun their responsibility to train their children at home such children
Korau (2006) observed that the schools population counts in thousands today against the
hundreds of the previous years. Schools today are overcrowded in classrooms which make it
effective teaching can take place under a chaotic situation where he cannot handle the large
number of students effectively. Consciously quantity and quality cannot work together and this
can affect the students learning of chemistry and thus perform poorly.
Science has been regarded as the bedrock of modern day technological breakthrough it is built.
Nowadays, countries all over the world, especially the developing ones like Nigeria, are striving
hard to develop technologically and scientifically, since the world is turning Scientific and all
30
proper functioning of lives depend greatly on Science. Science is a dynamic human activity
concerned with understanding the workings of our world. This understanding helps man to know
more about the universe. Without the applications of science, it would have been difficult for
man to explore the other planets of the universe. Science comprises the basic disciplines such a
Physics, Chemistry, Mathematics and Biology. Many investigations have shown that secondary
school students are exhibiting dwindling interest in Science. Besides, Physics as one of the
Science subjects remains one of the most difficult subjects in the school curriculum according to
the Nigeria Educational Research and Development Council (NERDC). Studies have revealed
that the academic performance of Nigerian students in Ordinary Level Physics was generally and
consistently poor over the years. Physics is an important science subject that makes immense
academic demands on the students in its learning. The learning of the physics is difficult at best
and almost impossible at worst but because of its enormous importance to science and
technology, there is huge interest in students achievement in physics. In the light of this, the
relationship between the background and classroom environments and students achievement in
Family background should be an environment in which children have the opportunity to succeed
and be happy. A conducive home influence manifests itself further in the school environment. It
helps plan, execute and evaluate childs school experiences. In relation to level of maturation and
mental health of the child in order to help him/her excel academically. Furthermore it has been x-
rayed that some factors, which are attributed present in family contributes greatly to the
academic performance of students. Among these are parental educational background, income,
exposure, parental relationship with each other, strength of the family population, religion, sex
differentiation, occupation etc. the interplay of these factors in the family determines to great
31
extent the readiness of child to learn.
Nevertheless, the influences of others factors like mental and physical disabilities can account for
poor academic performance in physics. In the whole the family background being an umbrella in
the initiation of the child into the world should provide favorable conditions, which will improve
the academic performance of child irrespective of the constraints encountered in his academic
pursuits. Most of subjects offered in secondary school have some factors, which affects their
assimilation by students. Students come from different home and as a result have different
challenges to contend with. In addition to this, Students educational outcome and academic
success is greatly influenced by the type of school which they attend. The school one attends is
the institutional environment that sets the parameters of a students learning experience.
Depending on the environment, a school can either open or close the doors that lead to academic
achievement. According to Considine and Zappala (2001), the type of school a child attends
influences educational outcomes. On the other hand, there is evidence that, students from urban
backgrounds had significantly better academic and research indicators th11an those from rural
physics research. Technology continually advances, we are beginning to answer questions about
the beginning and end of the universe, and we are discovering amazing things about the
interaction of subatomic particles. Unfortunately, less and less students are studying physics,
which is causing the general public to mitigate their understanding about scientific concepts.
According to, students form opinions about physics in the early years of secondary school, and
those beliefs become less favorable as students get older. One reason that so many people have
32
such a lack of familiarity with physics is the fact that very few people ever actually take a
physics course. Generally, a negative attitude toward a given subject leads to lack of interest and,
when subjects can be selected, as in senior high school, to avoiding the subject or course.
Furthermore, a positive attitude toward science leads to a positive commitment to science that
influences lifelong interest and learning in science. This is one reason why major science
education reform efforts have emphasized the improvement of students attitudes. Several studies
have identified a number of factors affecting students attitudes towards science in general.
These can be largely categorized as gender, personality traits, structural variables, and
curriculum variables. Of these, the most significant is gender for, stated sex is probably the
most important variable related to pupils have reported that males have more positive attitudes
toward science than females, while others found no statistically Significant gender differences.
On the other hands, it was initially discovered that teachers and professors have the single largest
influence on students who show an interest in physics. Family members and famous physicists
also had a strong amount of influence, but a students peers had very little influence on that
PERFORMANCE
The role of teacher is very important in any teaching exercise especially since his/her direct
participation can range from complete control over what is learned to minimal intervention.
Teacher is the source of all knowledge that children acquire in class. Teacher can impact students
learning in different regards. However, among this the way how he delivers the subject or
33
The means or strategies employed by teachers in an attempt to impact knowledge to the learner
PERFORMANCE
Generally education deals with the development of humankind in so many ways. In this process,
education is being given to students with different methods namely Teaching, Demonstration,
Laboratory Practice, Field Study and etc. The struggle to study is the main aim of the students in
the Teaching Learning processes most effective. However, for this achievement, students need so
many infrastructure facilities to acquire sufficient knowledge in their field. In the same time,
University is a place for good training and to provide facilities to students like effective teaching,
Generally, Students rely on notes, reference and text books study materials at large to maintain
good performance in their studies now a days, students number in all Secondary Schools have
been increased by Ministry of education but in the same time basic facilities are not being
increased at the same rate. In this scenario, the rapid growth of students number in each
University, it is observed, certainly affects the availability of basic facilities on the other hand,
Poor academic achievement in Physics could be attributed to many factors among which
teachers strategy itself was considered as an important factor. This implies that the mastery of
34
Physics concepts might not be fully achieved without the use of instructional materials. The
teaching of Physics without instructional materials may certainly result in poor academic
achievement. Also the findings stressed that a professionally qualified science teacher no matter
how well trained would unable to put his ideas into practice if the school setting lacks the
equipment and materials necessary for him or her to translate his competence into reality. On the
other corner, Opined that Science is resource intensive, and in a period of economic recession, it
may be very difficult to find some of the electronic gadgets and equipment for the teaching of
STUDENTS IN MATHEMATICS
Some of the reasons attributed to the poor achievement in mathematics by scholars include;
shortage of qualified mathematics teachers (Ohuche, 1989), poor facilities, equipment and
instructional materials for effective teaching (Odogwu, 1994), use of traditional chalk and talk
methods (Edward & Knight, 1994), large pupils to teacher ratio (Alele Williams, 1988) and
mathematics, lack of mathematics teaching equipment and materials, fright and anxiety, low
level of interest and some government policy (Abimbade, 1995), lack of problem solving
abilities (Abimbade, 1997), self-concept and achievement motivation (Akinsola, 1994). The
present study therefore, offers a survey of factors responsible for the poor performance of
students in mathematics, what influences there are and to determine some of the most important
factors that influence the poor performance in mathematics in some selected Nigerian secondary
35
2.8.1 THE TEACHER FACTOR
The school is regarded by many as an extension of the principals personality. The failure of the
school is the principals and the success of the school is the principals success as well. A survey
of factors responsible for the performance in mathematics at the secondary school level puts the
school administrators on the defensive. The buck-passing exercise with regards to students
Our educational programmes started crashing from the days of crash programmes (Dada, 1986).
Teachers also were rushed through crash programmes to obtain NCE certificates. But without a
broad-based education, these teachers have very little to offer. NCE teachers who are supposed
to teach only junior secondary school now teach even the seniors, in some cases have been
appointed assistant principals and become WASSCE examiners in many subjects including
mathematics. A poor teacher can only produce poor results. A competent mathematics teacher
will be a teacher with good academic and pedagogical backgrounds, who is not easily worn out
Sidhu (2006) proposed for effective and efficient teaching for teachers, selective academic
training, supervised teaching practice, in-service training and professional activities. The
more experienced teachers, and then should be required to teach classes on those lines. Studies
have shown that teacher experience is a major determinant in students academic performance.
Hansen (1988) posited that teachers who have spent more time studying and teaching are more
36
effective overall and they develop higher order thinking skills for meeting the needs of diverse
students and hence increasing their performance. Bilesanmi (1999) in her study found that
teacher experience has the second most effective causal effect on students achievement.
Okoruwa (1999) found that teachers teaching experience has significant effect on students
For education to be effective, especially at the secondary school level, teaching staff strength has
to be adequate. A student-teacher ratio of 40:1 may be considered adequate but the situation is
far from this in many secondary schools in Nigeria. An actual ratio of 100:1 is known to exist in
many secondary schools across the country. Under this situation, the teacher cannot perform
effectively and efficiently (Akinwumiju & Orimoloye, 1985). Our secondary schools are
experiencing astronomical increase in population to the extent that some classes use 3-5 registers
for a class having up to 250 students. In such situations, teacher student ratio is 1:250. The
recommended 1:50 ratio has gone into oblivion (Asikhai, 2010). Ajayi (1985) asserts that
owning to the bloated class-size, the work becomes unwieldy and tedious; personal attention to
burdensome, while compilation of results became a frustrating exercise. The resultant effect is
the pathetic situation of poor performances in Mathematics examination. Odili (2006) wonders
how a single teacher can take care of 50 students at a time. In most cases, the rooms are too small
and poorly ventilated. It becomes difficult for the teachers to establish any close individual
Smith and Glass (1978) published a meta-analysis combining the results of empirical studies
pertaining to the relationship between class size and achievement, and soon followed it with a
37
second meta-analysis, analysing the relationship between class size and other outcomes. Overall,
they found that small class size were associated with higher achievement at all grade levels,
especially if students were in the small classes for more than 100hours, and if student assignment
was carefully controlled. The found that the major benefits of reducing class size occurred where
the number of students in the class was fewer than 20. In their second study, they concluded that
small classes were superior in terms of students reactions, teacher morale and the quality of the
instructional environment. Slavin (1989) employed a best evidence synthesis strategy to analyse
empirical studies that met 3 criterion : a study was included only if class size had been reduced
for at least a year, class of less than 20 students were compared to substantially larger classes and
students in the larger and smaller classes were comparable. Slavin found that reduced class had a
small positive effect on students that did not persist after their reduced class experience.
In 1986, Robinson and Wittebols published a review of more than 100 relevant research studies
using a related cluster analysis approach. Similar kinds of studies were clustered or grouped
together, such as studies of the same grade level, subject area or student characteristics. They
concluded that the clearest evidence of positive effects is in the primary grades, particularly
kindergarten through third grade, and that reducing class size is especially promising for
disadvantaged and minority students. At the same time, they cautioned that positive effects were
less likely if teachers did not change their instructional methods and classroom procedures in the
smaller class.
In a more recent survey, Hanushek (2002) confirms that the majority of empirical studies do not
find any significant relationship between resources devoted to education and student
performance. Card and Krueger (1998) finds, instead, a positive relationship between school
resources and student achievement, showing that both low pupil-teacher ratios and high quality
38
school systems lead to higher future earnings for students. These contrasting results may be
related to serious econometric problems- such as omitted variable bias, reverse causality or
measurement errors- that plagues this type of analysis and make it difficult to recover the causal
effect of class size on the student performance. More recent studies affirm the effects of class
Ezewu (1985) confirmed that a child who has a positive attitude towards what he learns will be
highly motivated to engage in activities that promote learning thereby developing a positive self-
involvement/commitment. By involvement it means how much time, energy and efforts students
devote to the learning process. Obodo (2002) explains further, if a student has a positive attitude
to mathematics, he will definitely be interested in its teaching and learning. For Salman (2004),
most mathematics teachers do not make the teaching of mathematics practical and exciting and
this leads to negative attitude to mathematics by students. With genuine attitudinal change,
sustained interest and continual challenge, mathematics would no longer seem to the students a
boring, useless to real life issues and increasingly incomprehensible but a subject that will be
39
CHAPTER THREE
3.1. INTRODUCTION
This chapter presents or explains the methodology that will be used for assessing The
Performance of Students in Science Subjects in Some Sleeted Secondary Schools in Fagge Local
To obtain relevant information, this chapter will try to highlight issues on:
1. Research Design.
5. Instrumentation.
40
3.3 . RESEARCH DESIGN
A research design refers to the strategy or plan which a researcher adopts to carry out an
investigation. The design that will be employed in this study is a survey design. The design is
chosen because the study is descriptive in nature. The process is in order to set certain hypothesis
or answer to research questions generated in the study. A survey design is one of the major
categories of descriptive design that describes the present condition of a given phenomena by
The area of study of this research comprises of one local government area in Kano State, which
3.4. POPULATION.
The population for this study will comprise the entire students and staffs of all the secondary
schools in Fagge Local Government Area of Kano State that are offering science subjects are
shown below:
Science Science
Students Teachers
Adamu
41
4. Government Girls Secondary School, Aisha Shehu 450 4
Total 6,335 70
Source: Kano State Secondary School Management Board, Zonal Education Office,
Nassarawa
Simple random sampling was used in sampling the population. This is because; simple random
sampling requires that each member of the population have an equal chance of being selected (as
is the main goal of probability sampling). A simple random sample is selected by assigning a
number to each member in the population list and then uses a random number table to draw out
the members of the sample. The population of the study comprises of sixteen (16) Secondary
Schools with the total population of 6,335 students with 70 teachers respectively in Fagge Local
42
Government of Kano State. Therefore, in accordance to Krejcie and Morgan Table the
population sample of 361 should be collected from the total of 6,335 which tallies with the total
Therefore, the sample size for this study include 384- science students and 11- science teachers
School Kwakwachi
Total 11 384
Source: Kano State Secondary School Management Board, Zonal Education Office,
Nassarawa
3.5. INSTRUMENTATION
Physics in Some Selected Secondary Schools in Fagge Local Government Area of Kano State
was developed by the researchers to collect relevant data on the Performance of Students in
Biology, Chemistry and Physics in Some Selected Secondary Schools in Fagge Local
43
Government Area of Kano State. Questionnaire was used as the instrument for collection of data
The responses are gathered in a standardized way, so questionnaires are more objective,
questionnaire.
chosen by the respondents i.e. each respondent will chose the most suitable alternative to
him/her. Sometimes the question in the questionnaires are open-ended, leaving the respondents
to fill answers on their own or close ended, that is just yes/no is required from the respondents.
To validate the questionnaire, three (3) copies of the draft will be given to experts in the
Department of Science and Technology Education (STE) in Bayero University, Kano. Their
observations and correction was incorporated in the final draft which will be subsequently used
To establish the reliability of the study, a test-retest method as suggested by Anastasia (1976)
was used. Six respondents comprising of three (3) males and three (3) females staff of Science
Subjects from Assurance Academy who were not included in the study but were like the selected
sample were used for the test, the questionnaire meant for the study were administered to them.
44
One week later, the same instrument was administered to them again and method of collecting
was same both ways. Also, the reliability coefficient for the study was found to be 0.90.
The researchers went to the schools with the permission of the principals to administer the
questionnaires to science students and science teachers. The researchers met with each student
among the twenty-five selected students per secondary school in each of their class. A week
The responses to be collected for the research work were analyzed using frequency (f), mean ( )
45
CHAPTER FOUR
4.1 INTRODUCTION
The main purpose of this study is to investigate the performance of students in science subjects
in some selected secondary schools in Fagge Local Government Area. It is also aimed at
suggesting remedies to this problem. This chapter is aimed at analyzing the data collected with
the questionnaire in some selected Secondary Schools in Fagge Local Government Area of Kano
State. i.e.
STUDENTS
46
Table 4.2 shows that 100% of the school have laboratory while 0% of the schools have no
laboratory.
Nature of the 18 12 60 90
laboratory
From the table 4.2, 20% of the respondents view school laboratories to be equipped, while 13.3%
Yes No -
37 53 90
Table 4.3 shows that 41.1% of the respondents conduct practicals while 58.9 percent do not.
practical classes? 60 30 90
47
Table 4.4 shows that 66.7% of the respondents prefer practical classes, while 33.3% prefer
theoretical classes
Physics 21 23.3
Chemistry 15 16.6
Biology 1 18.8
Mathematics 19 21.1
Geography 10 11.1
Total 90 100%
Table 4.5 shows that 23.3% likes physics, 16.6% likes chemistry, 18.8% likes biology, 21.15
48
TABLE 4.6 SHOWS SUBJECTS THAT ARE DIFFICULT TO STUDENTS
Physics 8 8.8
Chemistry 6 6.6
Biology 12 13.3
Mathematics 62 68.8
Total 90 100%
From the table above, 68.8% of the respondents consider mathematics as the most difficult
subject, 13.3% biology, 8.8% physics, 6.6% chemistry and 2.2% agricultural science.
SCIENCE SUBJECTS
47 43 90
From the table above, 52.2% believe that female students perform better than male in Physics;
Biology and Chemistry, while 47.8% believe that male students perform better than female.
49
TABLE 4.8 SHOWS WHETHER THE STUDENTS UNDERSTAND THE TEACHERS
METHOD OF TEACHING
50 40 90
Table 4.8 shows that 55.6% of the students understand their teachers method of teaching while
44.6% do not
SUBJECTS
From the table above, 77.8% of the respondents have difficulties in learning mathematics while
50
TABLE 4.10 SHOWS WHETHER THE PEER GROUP ENCOURAGES THE
57 33 90
From the table above, 63.3% of the respondents do conduct group discussions with their peers,
From the table above, 24.4% of the sample testifies to the fact that teachers use instructional
51
TABLE 4.12 SHOWS HOW OFTEN INSTRUCTIONAL MATERIALS ARE USED
Others specify 0 0%
Total 22 100%
From the table above, 81.8% of the respondents that testify to the using of instructional materials
by the teachers consider the usage to be once in a term and 18.2% of them consider the usage to
be once in a term.
AND BIOLOGY
Male Female
8 3 11
From the table above, 72.7% of the teachers are male while 27.3% are female.
52
TABLE 4.14 DISTRIBUTIONS OF SCIENCE TEACHERS BY AGE
e. Above 40years 0 0%
Total 11 100%
From table 4.14 above, 9.1% of the teachers are between the ages of 20-25, 54.5% are between
the age of 26-30, 27.3% are between the age of 31-35, 9.1% of the teachers are between the age
of 36-40 while there is no teacher that fall between the age of 40 and above.
a. PhD - 0%
b. M.sc - 0%
c. B.sc(Ed) 2 18.2%
d. B.sc 4 36.4%
e. N.C.E 4 36.4%
f. HND 1 9.1%
Other qualification
Total 11 100%
53
From the table above, none of the teachers have PhD and M.sc as a qualification, 18.2% of the
teachers are B.sc(Ed) holders, 36.4% are B.sc holders 36.45 are N.C.E holders while 9.1% are
HND holders.
1-5years 10 90.9%
11-15 years - 0%
Above 15 years - 0%
11 100%
From the above table, majority (90%) of the teachers have experience between the age of 1-
5years, while 9.1% have experience between the age of 6-10years. And there is no teacher with
a) Physics 6 54.5%
b) Chemistry 1 9.1%
c) Biology 2 18.2%
d) Combine 2 18.2%
Total 11 100%
From the table above, 54.5% are biology teachers, 9.1% are chemistry teachers, 18.2% are
54
TABLE 4.18 INSTRUCTIONAL TECHNIQUES COMMONLY USED BY THE
SCIENCE TEACHERS
a) Lecture method - 0%
b) Experimental/Practical 4 36.4%
f) Discussion 2 18.2%
g) Others specify - 0%
Total 11 100%
From the table above, none of the teachers use to apply lecture method, 36.4% apply
experimental method, 9.1% apply audio visual method, 18.2% apply field trip, 18.2% apply
Total 11 100%
55
From the above table, none of the teachers teach once in a week, 54.5% teach twice in a week,
subject? 2 9 11
Form the table above, 18.2% of the teachers teaches other subjects apart from their main subjects
thirty five? 11 - 11
From the table above, all the teachers have more than thirty five students in their class.
3 2 6 11
0 11 11
From the table above, all the teachers agree that there are no enough laboratory facilities in the
laboratories.
a. Once - 0%
b. Twice - 0%
Total 11 100%
From the table above, teachers do not conduct practicals on weekly basis.
6 5 11
57
From the table above, 54.5% of the teachers view the syllabus to be adequate while 45.5% view
syllabus to be inadequate.
6 5 11
From the table above, 54.5% of the teachers view the textbooks to be adequate while 45.5% view
58
4.3 SUMMARY
The summary of the responses of students to the performance of students in physics, chemistry
and biology in some selected secondary schools in Fagge Local Government of Kano State.
i. From table 4.1 the percentage of the respondents that confirm the presence of laboratory
in their school is 100% while those that do not confirm the presence of laboratory is 0%
ii. From the table 4.2 20% of the respondents view it to be equipped, 13.3% view it to be
iii. From table 4.3 41.1% of the respondents conduct practicals while 58.9% do not.
iv. From table 4.4 66.7% of the respondents prefer practical classes while 33.3% prefer
theoretical classes.
v. From table 4.5 23.3% like physics, 16.6% like chemistry, 18.8% like biology, 21.1%
vi. From the table 4.6 68.8% of the respondents consider mathematics as the most difficult
subject, 13.3% biology, 8.8% physics, 6.6% chemistry and 2.25 agriculture science.
vii. From table 4.7, 52.2% believe that the female students perform better than male in
physics, chemistry and Biology while 43.8 believe that male students perform better than
female.
viii. From table 4.8, 55.6% of the respondents understand their teachers method of teaching
ix. From table 4.9 all the respondents will like to be scientists.
x. From table 4.10 77.8% of the respondents have difficulties in learning mathematics
xii. From table 4.12 24.4% of the respondents testify to the fact that teachers use
xiii. From table 4.13, 81.8% of the respondents that testify to the using of instructional
materials by the teachers consider the usage to be once in term and 18.2% of them
The summary of the teachers responses to the performance of students in Physics, Chemistry
and Biology in some selected secondary schools in Fagge Local Government Area, Kano State
as follows:
i. From the table 4.14, 72.7% of the teachers are male while 27.3% are female.
ii. From table 4.15, 9.1% of the teachers are between the ages of 20-25, 54.5% are between
the age of 26-30, 27.3% are between the age of 31-35, 9.1% of the teachers are between
the age of 36-40 while there is no teacher that fall between the age of 40 and above.
iii. From table 4.16, none of the teachers have PhD and M.sc as a qualification, 18.2% of the
teachers are B.sc(Ed) holders, 36.4% are B.sc holders 36.45 are N.C.E holders while
iv. From table 4.17, majority (90%) of the teachers have experience between the age of 1-
5years, while 9.1% have experience between the age of 6-10years. And there is no
v. From table 4.18, 54.5% are biology teachers, 9.1% are chemistry teachers, 18.2% are
physics teachers while 18.2% combine the science subjects with other subjects.
60
vi. From table 4.19, none of the teachers use apply lecture method, 36.4% apply
experimental method, 9.1% apply audio visual method, 18.2% apply field trip, 18.2%
vii. From table 4.20, none of the teachers teach once in a week, 54.5% teach twice in a week,
viii. From table 4.21, 18.2% of the teachers teach other subjects apart from their main subjects
ix. From table 4.22, all the teachers have more than thirty five students in their class.
x. From table 4.23, 27.3% of the teachers view the performance of their students to be good,
xi. From table 4.24, all the teachers agree that there are no enough laboratory facilities in the
laboratories.
xii. From table 4.25, teachers do not conduct practicals on weekly basis.
xiii. From table 4.26, 54.5% of the teachers view the syllabus to be adequate while 45.5%
xiv. From table 4.27, 54.5% of the teachers view the textbooks to be adequate while 45.5%
xv. Teachers also suggest different solutions to the problems such as: a). increasing the
number of periods for science subjects b). reducing the number of class teachers take c).
increasing the number of times for practical and having adequate and up-to-date facilities.
61
62
CHAPTER FIVE
5.1 Introduction
In this chapter, the summary presents the highlights of the major findings. The conclusion gave
the inference drawn from the findings. Meanwhile, the recommendations considered possible
remedies to identified problems of the study as well as areas for further research.
Education is the bedrock and the foundation towards higher knowledge. Unfortunately, there
have been outcries over the persistently poor performance of Secondary School Students in
Physics, Chemistry and Biology. Therefore, this study is directed at examining the performance
of students in Physics, Chemistry and Biology in Fagge Local Government Area of Kano State,
Nigeria. In reviewing literatures, this research gives highlight on the concept of poor academic
performance; effects of Mathematics on the learning of Physics, Chemistry and Biology; the
role of science laboratory in teaching Physics, Chemistry and Biology; academic achievement in
Biology with suggested solutions in selected Secondary Schools in Kano State, Nigeria; poor
performances of Senior Secondary School students in Chemistry in Nigeria; and factors that
The design that was employed in this study is a survey design. The area of study of this research
comprises of one local government area in Kano State, which is Fagge Local Government Area
of Kano State. The population of the study comprises of sixteen (16) Secondary Schools with the
total population of 6,335 students with 70 teachers respectively in Fagge Local Government of
Kano State. Therefore, in accordance to Krejcie and Morgan Table the population sample of 361
63
should be collected for the total of 6,335 which tallies with the total population of Science
Biology, Chemistry and Physics in Some Selected Secondary Schools in Fagge Local
Government Area of Kano State was developed by the researchers to collect relevant data. The
data collected with the questionnaire were from some selected Secondary Schools in Fagge
Local Government Area of Kano State. i.e. Government Boys Secondary School Mamman Vice
Adamu, Maryam Abacha government girls secondary school and Government Boys secondary
school Kwakwachi.
5.3 Conclusion
The following findings are based on the analysis of data obtained in chapter four.
Most number of students views their laboratories as there are not equipped.
Female students perform better than male in physics, chemistry and Biology.
5.4 Recommendation
Based on the findings of the study, the following recommendations are offered in order to
Special training should be provided for the physics, chemistry and Biology teachers to
64
The authorities should provide and retain qualified teachers and provide adequate
programme should be student centered. They should show equal concern and treatment to
students and have knowledge of classroom interaction that serve to undermine students
self esteem, academic achievement and ultimately professional preparation so that they
Chemistry, Physics and Biology laboratories should be established in all the secondary
Both teacher and students should be involved in the design of teaching and learning
materials.
enables students to appreciate the relevance of the subjects in different spheres of human
life. As it was found, more opportunities for students to actively participate in the
analysis of problems will improve confidence in solving Chemistry, Biology and Physics
problems.
The ministry of education Kano should be evaluating the teaching of science by Kano
The Kano state ministry of education should give priority to the professional academic
It is also recommended that similar researchers could carried out with more
encompassing geographical scope and involving other science subjects offered in Nigeria
65
REFERENCES
Ajagun, G. A. (2001), A Study of the performance of Science Students in the Senior Secondary
Alukwo, Okereke & Ezekannagba (2000), The Level of Understanding of Selected Science
Majikoya, A. I. (2001), Problem facing the Teaching and Learning of physics In Secondary
Abeokuta. 2 (41).
conducted by WAEC & NECO, Nigeria Journal of Education Research & Evaluation 3
(2), pp 7- 9
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African Journal of Educational Studies in Mathematics and Sciences Vol. 3 (2005)
Akanbi, A.O. (2010), Students and Teachers Perception of the Causes of Poor Academic
Ashikhia, D. A. (2010), Students and teachers perceptions of the causes of poor academic
performance in Ogun State Secondary Schools (Nigeria): Implication for counseling for
national development.
Boghai, M. (April 1979), A Comparison of the Effects of Laboratory and Discussion Sequences
Fafunwa A. B. (1974), History of Education in Nigeria, London George Allen and Unwin
Limited.
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Losser, E. (1980), A Critical Review of the Role of the Laboratory in Science Teaching,
Education.
Lovinna K. (2014), Nigeria from 2000 2005, in Uchenna (Ed.) Proceedings of 50th Annual
Thesis Submitted to the School of Postgraduate Studies, Ahmadu Bello University, Zaria.
Saint, W. (2004), Higher Education in Ethiopia and the Vision and Its Challenges. Journal of
Williams, T.D. (1973), Efficiency of Education in Education and National Building in the Third
World, in J. Lowe, N. Grant and T.O. Williams (Eds.) Ibadan, Onibonje Press and Book
Williams, U. (2002), Small-Sample Techniques. The NEA Research Bulletin, Vol. 38 (12), pp
99.
Tahir, G. (2006), Teaching Education in the 21st Century and Beyond: Issues, problems and
Strategies for Improvemen, Being a key note Address on the Occasion of the 2006
68
APPENDIX i
69
APPENDIX ii
STUDENTS QUESTIONNAIRE
Please fill this questionnaire as far as possible. All information supplied will be treated
confidentially.
4. What is the nature of your laboratory? (a)equipped { } (b) fairly equipped { } (c)
not equipped { }
7. Among the science subjects which one do you like the best and why? ------------------------
9. Do female students perform better than male students in your class? -------------------------
10. Do you really understand your teachers method of teaching? (a) Yes { }(b) No { }
13. Do you have any problem in the learning of mathematics that prevents you from
14. Does your organize group discussion with your peers(a) Yes { } (b) No { }
15. Do your teachers use instructional materials in their teaching? (a) Yes { } (b) No{ }.
70
APPENDIX iii
Schools in Fagge Local Government Area of Kano State. The information supplied will be
Above 40 years { }
NCE { }
Others specify--------------------------------------------
SECTION B
6. Tick { } the appropriate response. Below are instructional techniques commonly used
i. Lecture method { }
1{ } 2{ } 3{ } 4{ } others specify
8. Are you teaching any other subject apart from your main subject?
Yes { } No { }
9. Does the number of the students in your class exceed thirty five (35)?
Yes { } No { }
10. How do you rate the performance of your students in the subject(s) you teach?
Good { } Average { }
Others specify { }
13. Do you feel that the science syllabus is adequate enough? Yes { } No { }
14. Do you have enough standard textbooks that are adequate and suitable for science
subjects? Yes{ }
No { }
15. What are your suggestions on the improvement of students performance in Biology,
i. ---------------------------------------------------------------------------------------------
ii. ---------------------------------------------------------------------------------------------
iii. ---------------------------------------------------------------------------------------------
iv. ---------------------------------------------------------------------------------------------
72