The Challenge of Effective Science Teaching in Nigerian Secondary Schools

E. Omorogbe and J. Celestine Ewansiha

Academic Journal of Interdisciplinary Studies, 2013, vol. 2

Abstract: This paper attempts to highlight the performance of students in science in Nigeria, and some of the factors that affect performance in science. These include, Quality Science teaching, Teacher quality and the five indicators of teacher quality. These include; academic and professional qualification, In-service refresher courses and trainings, teacher experience and teacher salary and quality teaching –learning resources. All these factors affect largely the way science is taught in schools. Regrettably the teaching and learning of science in Nigerian schools cannot be said to be effective because of the poor performance of students resulting from inappropriate teaching methodologies, lack of adequate knowledge of subject matter, competencies, skills, inadequate teacher training and lack of in-service training and refresher courses, and lack of basic teaching-learning resources. The way forward to improving science education in Nigeria is also discussed and recommendations and conclusions made.

Date: 2013
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.richtmann.org/journal/index.php/ajis/article/view/1689 (text/html)
https://www.richtmann.org/journal/index.php/ajis/article/view/1689/1693 (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:bjz:ajisjr:298

DOI: 10.5901/ajis.2013.v2n7p181

Access Statistics for this article

More articles in Academic Journal of Interdisciplinary Studies from Richtmann Publishing Ltd
Bibliographic data for series maintained by Richtmann Publishing Ltd ().