Description
INTRODUCTION
The importance of Chemistry and Biology as a discipline in the scientific, industrial, medicine and technology development of any nation appears obvious. By their very nature, chemistry is concerned with molecular transformation which matter manifest while Biology is concerned with living organism. These do not only play significant role in the chemical industries and medicine but also in other vital industries which process such material like metal, petroleum,food, paper pulp, glass, electronic equipment and so on However in Nigeria,these expensive displine,with their versatile services,there is a growing number of professionals, their crucial interrelationship with the vital section of the economy, there indispensability in the pursuit and successful executio of other professions and there dominant role in the important exercise of improving the quality of life all the citizens, still has to be fully harnessed ted to the task of National development (IKOKU,1983:7)
Science curriculum development efforts in Nigeria, were influenced by development effortsin Nigeria, were influenced by development in United Kingdom and United States of America in the post satellite era. In fact, the Nigeria education system is closely patterned after the British system for reasons of colonial history. Therefore the enrolment trends of senior secondary school students on WASC were poor because the British colonial government enforced the pre-independence educational system in Nigeria. It was an education that alienated the people from their culture and value systems. The colonial system of education had limited social objectives. There aim here is to produce at the best, middle level manpower for the colonial civil service. The indigenous society had no part in designing it nor, implementing it but had to co-operate in it. It was not designed to have an impact on the masses except that it gave public officers certain power over the populance. “It could not effectively equip people to fight poverty, ignorance and disease. It was rule or system laid down by the colonial master for his own good. Okafor R.C (2003:6)
Recently with increasing demand in these two discipline, that is Chemistry and Biology pupil studying chemistry and biology are expected to be taught “what science is” and “how a scientist works”. They are expected to acquire scientific concepts and scientific skills of “observing” “obtaining data”, reporting data”, “organizing information” generalizing”, predicting or speculating”, designing experiment to test hypothesis” etc. The teaching strategies prescribed for developing these skill in the classroom include.
(a) Use of discovering teaching tactics where appropriate
(b) The inclusion of problem solving activities
(c) The involvement of student in open field or laboratory.
The picture of enrolment trends of senior secondary school student in Science in Nigerian schools described may be explained in terms of several factor, could be explained in phases in Chemistry and Biology teacher education in Nigeria has been misdirected or that teachers have been properly but have not developed as expected? For one thing, Chemistry and Biology teacher education in Nigeria and other developing countries has often been based on models constructed in advance countries usually without proper modifications to take account of Local constraints (Bajah, 1979:62) for Chemistry and Biology teacher could have been trained to use the best methods available but the various exigencies of their field of operation after graduation might make it impossible for them to put all their learned capabilities into desired fruitful use.
With these prevailing circumstances of Chemistry and Biology at the back of their minds, the researchers therefore want to utilize this forum for a careful investigation into the problem involved in the enrolment trends of senior secondary school students in West African school certificate exam in science from 200-2004 in Nsukka Local Government Area (A case study of Biology and Chemistry).
TABLE OF CONTENT
CHAPTER ONE
Introduction
1.1 background Of The Study
1.2 Statement Of Problem
1.3 Purpose Of Study
1.4 Significance Of The Study
1.5 Scope Of The Study
CHAPTER TWO
2.0 Literature Review
Introduction
2.1 Laboratories, Laboratory Equipment And Materials
2.2 Qualified, Conscientious Chemistry And Biology Teachers And Laboratory Personnel
2.3 Teaching Methods And Techniques
2.4 Summary
CHAPTER THREE
3.0 Research Procedures And Methodology
3.2 Area Of Study
3.4 Population Of The Study
3.5 Sampling Techniques/Sample
3.6 Instrument For Data Collection
3.7 Validation Of Instruments
3.8 Administration And Collection Of Data
3.9 Method Of Data Analysis
CHAPTER FOUR
4.0 Analysis Of Data
4.1 Research Question 1
4.2 Research Question Two
CHAPTER FIVE
5.0 Discussion
5.1 Conclusion
5.2 Implication
Bibliography
Appendix I