Factors Affecting Students’ Performance in Science in Nigeria Schools

Abstract This can be a review paper that recognized factors leading to students’ poor performance in science as teachers’ approach to teaching, students’ interest, class size, poor laboratory facilities among additional factors. Recommendations were created in the finish from the paper certainly one of such recommendations was that instructors ought to be more devoted for their responsibilities

Introduction Science differs from other disciplines by its processes that are observation, classification, measurement, conjecture, problem identification, collection, analysis and interpretation of information, drawing conclusion, experimentation etc. In Nigeria studies have proven that students’ performance in science is not encouraging because of some factors. The table below shows number of students’ performance in May/ June Examination from 2006 to 2011 in Nigeria. YearPercentage of pass 200622 200720 200826 200926 201023 201130 Source: The sun’s rays news 2011

Factor impacting on students’ performance Adegboye (2003) thought the primary factor that’s accountable for poor performance in mathematics may be the anxiety about mathematics. Okooboh, Afolabi and Asilika (2004) stressed the unimpressive reaction to science and technical education is especially apparent in students’ poor performance in science subjects at school level. Within the words of Ajileye (2006) inadequate assets for that learning and teaching of science constitute a significant reason for student underachievement. The inadequate assets include labs, science equipment, and individuals for use as teaching helps. Onuoha (1997) recognized shortage of qualified and devoted instructors because the factor affecting student performance in science which poor practical orientation will result in poor knowledge of the idea. In the opinion instructors aren’t any more devoted for their projects. They provide additional time to buying and selling, petty contracts, farming etc. They sneak interior and exterior the classes and labs when needed. Ukwuma (1990) in the analysis of factor impair science education confirmed that more than 80% of failure in science are because of the lack of ability of scholars to do well in practical. Akinola (2006) thought that triggers of mass failure of scholars in senior secondary Chemistry Examination include teacher’s methodology, constructing from the curriculum, the power of examination questions about couple of subjects and also the lack of ability of scholars to do enough practical before their examination. Ladanu (1991) observed that the majority of the books utilized in secondary schools are compiled by foreign authors. Languages utilized in a few of the texts are complex and ambiguous. Hence, it might be hard for students to understand. Within the opinion of Akanbi (2003) poor performance in Physics might be because of numerous fundamental reasons, that could be because of shortage of science instructors in quantity and quality, insufficient laboratory equipment and facilities, poor motivated teaching methods, shortage of appropriate Physics books along with other factors. Bamidele (2004) observed insufficient curiosity about physics by students because of preconceived concept that physics is really a difficult subject has affected the enrolment and gratifaction of scholars in physics. Ogunbiyi (1986) looked into that lots of school students don’t know over fifty percent of laboratory apparatus and therefore are not able to understand with what experiment they are utilised. Garba (2004) carried out a study around the relationship between class control and students’ performance his findings says instructors who’re sufficiently outfitted with methods that really help in class control adequately will instantly let the students have full concentration and result in positive academic performance from the students. Within the opinion of Ojo (2001) insufficient qualified instructors, insufficient facilities and poor teaching method are factors that need considering if this involves student performance in science. He stated the prosperity of any science education programme is dependent to some large extent around the teacher. Olonade (2000) and Fatola (2005) within their different studies both agreed that college location and college size influences students’ performance in sciences. Inside a study completed by Owolabi (2004) on the proper diagnosis of students’ difficulties in Physics, he says poor performance of scholars in Physics might have emanated from student’s insufficient full knowledge of Physics concepts Aiyelabegan (2003) recognized attitude, approach of scholars and teacher to Physics, inadequacy of practical equipment, unconducive atmosphere and insufficient qualified hands to deal with practical works as factors affecting student performance in Physics. Apata (2007) confirmed that students trained by qualified and experienced instructors carried out much better than students trained by unqualified and unskilled instructors. Conclusion and proposals Poor students’ performance in science is because of poor teaching method, poor books, students’ interest, class size, poor laboratory facilities, teacher attitude to operate and poor condition and services information. Cellular the above mentioned conclusion it’s recommended that instructors ought to be more devoted for their responsibilities, provision of laboratory equipment and decrease in students’ number per class.


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