1) The study examined the capacity needs of senior secondary school science teachers in Taraba State, Nigeria to improve science instruction.
2) A survey was conducted with 360 science teachers using a 10-item questionnaire to assess their capacity building needs for planning science instruction.
3) The findings identified specific capacity building needs that are highly needed by the teachers to effectively plan science instruction. It was recommended that these findings be used to develop in-service training programs to periodically retrain the teachers.
Development and Utilization of Supplementary Enrichment Learning Materials to...ijtsrd
This action research aimed to develop and utilize supplementary enrichment learning materials toward students' improved performance in Physics 7 at Mayamot National High School during school year 2016 2017. This study utilized quasi experimental type of research in order to achieve its main objective, which was to develop and utilize supplementary enrichment learning materials toward students' improved performance in Physics 7 at Mayamot National High School during school year 2016 2017. Quasi experimental method was utilized by the researcher in determining the impact of the developed supplementary enrichment learning materials in Physics 7 through the results of the pretest and posttest. Based on the findings, the following conclusions are arrived 1 the developed enrichment learning materials are well prepared and are acceptable to the Science teachers and department heads and 2 the developed enrichment learning materials in Physics 7 is effective and has improved the performance of the students in the chosen least mastered topics. From the conclusions of the study, the following recommendations are offered 1 Science teachers should use the developed supplementary enrichment learning materials in teaching the selected least mastered topics 2 The developed supplementary enrichment learning materials should be further evaluated by other researchers for improvement and 3 Science teachers should develop supplementary enrichment learning materials for other least mastered topics. Ian Ismael E. Marces ""Development and Utilization of Supplementary Enrichment Learning Materials toward Students' Improved Performance in Physics 7"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020, URL: https://www.ijtsrd.com/papers/ijtsrd29907.pdf
https://www.ijtsrd.com/humanities-and-the-arts/education/29907/development-and-utilization-of-supplementary-enrichment-learning-materials-toward-students%E2%80%99-improved-performance-in-physics-7/ian-ismael-e-marces
this presentation will help the science administrators and enthusiasts to understand the curriculum of the Science, technology, Engineering and Mathematics in the Philippines.
Modular approach in teaching has been a buzzword in our educational system. This paper ascertained the effectiveness of Modular Teaching Approach in teaching Grade 10 Science at Maximino Noel Memorial National High School. Quasi experimental and Purposive sampling was utilized. Data were collected through pre test and post test using the learning module in Science 10 prescribed by the Department of Education. Data obtain using frequency count, percentage, mean and standard deviation and t test for the significant difference. Results revealed that the performance of the Grade 10 students during the pre test in the following competencies describing the distribution of active volcanoes, earthquake epicenters, and major mountain belts distinguishing the different types of plate boundaries and explaining the different processes that occur along the plate boundaries, was described as Beginning. However, after using the Modular Teaching Approach, the post test performance of the students on the aforementioned competencies increased significantly and was described as Proficient. This indicated that the approach evidently showed positive results and displayed a vital connection in increasing students’ academic achievement. Thus, enhanced learning module was proposed as instructional intervention in improving students’ performance in Science 10. Marsha R. Valencia "Modular Approach in Teaching Science 10" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30318.pdf Paper Url :https://www.ijtsrd.com/other-scientific-research-area/other/30318/modular-approach-in-teaching-science-10/marsha-r-valencia
This is the Basic Education Curriculum developed by the Education Department as a guide for teachers handling the subject Science. Included are the COMPETENCIES that the learners must acquire in the course of the session
Development and Utilization of Supplementary Enrichment Learning Materials to...ijtsrd
This action research aimed to develop and utilize supplementary enrichment learning materials toward students' improved performance in Physics 7 at Mayamot National High School during school year 2016 2017. This study utilized quasi experimental type of research in order to achieve its main objective, which was to develop and utilize supplementary enrichment learning materials toward students' improved performance in Physics 7 at Mayamot National High School during school year 2016 2017. Quasi experimental method was utilized by the researcher in determining the impact of the developed supplementary enrichment learning materials in Physics 7 through the results of the pretest and posttest. Based on the findings, the following conclusions are arrived 1 the developed enrichment learning materials are well prepared and are acceptable to the Science teachers and department heads and 2 the developed enrichment learning materials in Physics 7 is effective and has improved the performance of the students in the chosen least mastered topics. From the conclusions of the study, the following recommendations are offered 1 Science teachers should use the developed supplementary enrichment learning materials in teaching the selected least mastered topics 2 The developed supplementary enrichment learning materials should be further evaluated by other researchers for improvement and 3 Science teachers should develop supplementary enrichment learning materials for other least mastered topics. Ian Ismael E. Marces ""Development and Utilization of Supplementary Enrichment Learning Materials toward Students' Improved Performance in Physics 7"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020, URL: https://www.ijtsrd.com/papers/ijtsrd29907.pdf
https://www.ijtsrd.com/humanities-and-the-arts/education/29907/development-and-utilization-of-supplementary-enrichment-learning-materials-toward-students%E2%80%99-improved-performance-in-physics-7/ian-ismael-e-marces
this presentation will help the science administrators and enthusiasts to understand the curriculum of the Science, technology, Engineering and Mathematics in the Philippines.
Modular approach in teaching has been a buzzword in our educational system. This paper ascertained the effectiveness of Modular Teaching Approach in teaching Grade 10 Science at Maximino Noel Memorial National High School. Quasi experimental and Purposive sampling was utilized. Data were collected through pre test and post test using the learning module in Science 10 prescribed by the Department of Education. Data obtain using frequency count, percentage, mean and standard deviation and t test for the significant difference. Results revealed that the performance of the Grade 10 students during the pre test in the following competencies describing the distribution of active volcanoes, earthquake epicenters, and major mountain belts distinguishing the different types of plate boundaries and explaining the different processes that occur along the plate boundaries, was described as Beginning. However, after using the Modular Teaching Approach, the post test performance of the students on the aforementioned competencies increased significantly and was described as Proficient. This indicated that the approach evidently showed positive results and displayed a vital connection in increasing students’ academic achievement. Thus, enhanced learning module was proposed as instructional intervention in improving students’ performance in Science 10. Marsha R. Valencia "Modular Approach in Teaching Science 10" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30318.pdf Paper Url :https://www.ijtsrd.com/other-scientific-research-area/other/30318/modular-approach-in-teaching-science-10/marsha-r-valencia
This is the Basic Education Curriculum developed by the Education Department as a guide for teachers handling the subject Science. Included are the COMPETENCIES that the learners must acquire in the course of the session
CURRICULUM AND METHODS IN TEACHING SCIENCE
TOPIC: COMPETENCY BASED LESSON GUIDE
REPORTER: WELFREDO L. YU ,JR.
CEBU TECHNOLOGICAL UNIVERSITY-MAIN CAMPUS
GRADUATE SCHOOL
Student-Teachers’ Attitude towards Two-Year B.Ed. Programme with reference to...SKMunu
In the present study the investigators made an attempt to study the student-teachers attitude
towards Two-year B.Ed. Programme with special reference to NCTE New Regulation, 2014 in Purulia
district of West Bengal. 260 Student-Teachers of one Govt. Sponsored (57) and three Self Financing /
Private (203) B.Ed. Colleges (both Urban and Rural areas) affiliated to Sidho-Kanho-Birsha University
in Purulia District of West Bengal were taken as representative sample of the whole population.
Purposive sampling technique was adopted for selecting the B.Ed. Colleges. For selecting the studentteachers
stratified random sampling was adopted. An attitude scale was used for collecting the data. The
means of both groups were tested for significance of difference by using CR and t-tests. The study
revealed that the attitude of B.Ed. Student-Teachers in Purulia District of West Bengal is neither more
favorable nor unfavorable towards Two-year B.Ed. Programme i.e., satisfactory or average in attitude
towards Two –Year B.Ed. Programme. The study also revealed that Male and Female, Pre-service and
In-service, General and SC, General and ST, General and SC/ST, General and OBC as well as Less than
5yrs and Above 5 yrs teaching experience student-teachers attitude towards two-year B.Ed. programme
did not differ significantly, on the other hand, Rural and Urban as well as Govt. and Private B.Ed.
college student-teachers attitude towards two –year B.Ed Programme differ significantly.
The Singapore Science Curriculum (Primary)David Yeng
The Singapore Science Curriculum - One of the most advanced and holistic curriculum in the world. Our SIPYP curriculum content are based on this syllabus. Once again, this shows you why knowledge of cyclic process is equally important than knowing the cycle.
A LITERATURE REVIEW ON GEOGRAPHY TEACHERS’ KNOWLEDGE OF AND ATTITUDES TOWARDS...ijejournal
This article is a literature review on geography teachers’ knowledge and perceptions of dyslexia, as well
as the teaching methods they decide to use in order to differentiate their teaching in mixed ability classes,
including dyslexic students. The aim of the systematic literature review was to identify: a) Geography
teachers’ knowledge and perceptions of dyslexia; and b) the teaching strategies that they use to help
dyslexic students overcome their difficulties. The research was carried out from October to November
2020. Initially, 1346 articles on dyslexia and teaching methods, generally that were published during the
last 20 years (2000-2020) were identified in 5 databases. Findings showed that, despite the very large
number of publications on the subject, only a few studies (3) were found to meet our research criteria
(dyslexia + geography + teaching methods + teachers’ attitudes/knowledge). It is suggested that future
studies focused on teaching geography and its impact on dyslexia would contribute to drawing clearer
conclusions on the topic.
Reading: Guidelines for Inclusive Learning Programmes (word)Saide OER Africa
A reading to accompany Unit Six of the module: Teaching and Learning Mathematics in Diverse Classrooms. This Reading consists of two extracts from a document "Guidelines for Inclusive Education Learning Programmes" produced by the Department of Education in June 2005.
Text-based Language Learning to Improve Student Motivation and AchievementsAJHSSR Journal
: This study aims to: 1) describe the condition of textbooks that should be used in the Territory
of Karanganyar, Central Java, Indonesia, and the needs of teachers and students as a basic reference in the
learning of Indonesian Language and Literature; 2) find the effectiveness and acceptance of textbook reading
skill with text-based learning approach for the students in the region. This research uses research and
development (R & D) design, which step by four steps, namely; (1) exploration stage, (2) model development
stage, (3) model testing stage, and (4) dissemination stage. Experimental test results indicate that students who
are taught using textbooks of text-based reading skills have a better value when compared with students who do
not use the textbook. Textbook which based on reading skill textbookhave good responses and results.
Influence of Pre-Service Teachers’ Subject Specialization on their Skills of ...BabayemiJohnOlakunle1
This study examined the influence of pre-service teachers’ subject specialization on their skills for improvisation and management of resources using survey research of expost-facto type. The sample comprised 150 N.C.E pre-service teachers randomly selected from 50 secondary schools in Oyo State. The instruments used were Questionnaire on Assessing Pre-service Teachers’: Skills of Improvisation (r = 0.73); Management of Resources (r = 0.70). Two research questions were raised. The data collected were analyzed using mean, ANOVA and t-test. The result showed that subject specialization had no influence on pre-service teachers’ skills for improvisation and management of resources (F=0.953; P>.05; F=2.536; P>.05).These findings have significant implications for Science teachers and curriculum planners.
This study investigated the comparative effectiveness of pedagogical pattern of running a course and talk-chalk methods on senior secondary school students’ achievement in waves. It is triggered by reports of persistent students’ low achievement in physics contributed largely by students’ poor performance in waves-related items. It adopted the quasi-experimental pretest-posttest control group design. Three research questions and hypotheses guided the study. There were 216 students who participated in the study. Physics Achievement Test (PAT) containing 50 multiple-choice researcher-developed items were used as instrument for data collection. Mean and standard deviation were used to answer the research questions while ANCOVA was used to test the hypotheses at 0.05 level of significance. Results showed that: the pedagogical pattern of running a course method was superior method in fostering students’ achievement in waves; female students achieved higher than male students using pedagogical pattern of running a course strategy to teach waves; and there was no significant interaction effect of teaching methods and gender on students’ achievement in waves. From the findings, it was recommended that the pedagogical pattern of running a course strategy should be used in teaching physics in secondary school education system and in training of teachers.
CURRICULUM AND METHODS IN TEACHING SCIENCE
TOPIC: COMPETENCY BASED LESSON GUIDE
REPORTER: WELFREDO L. YU ,JR.
CEBU TECHNOLOGICAL UNIVERSITY-MAIN CAMPUS
GRADUATE SCHOOL
Student-Teachers’ Attitude towards Two-Year B.Ed. Programme with reference to...SKMunu
In the present study the investigators made an attempt to study the student-teachers attitude
towards Two-year B.Ed. Programme with special reference to NCTE New Regulation, 2014 in Purulia
district of West Bengal. 260 Student-Teachers of one Govt. Sponsored (57) and three Self Financing /
Private (203) B.Ed. Colleges (both Urban and Rural areas) affiliated to Sidho-Kanho-Birsha University
in Purulia District of West Bengal were taken as representative sample of the whole population.
Purposive sampling technique was adopted for selecting the B.Ed. Colleges. For selecting the studentteachers
stratified random sampling was adopted. An attitude scale was used for collecting the data. The
means of both groups were tested for significance of difference by using CR and t-tests. The study
revealed that the attitude of B.Ed. Student-Teachers in Purulia District of West Bengal is neither more
favorable nor unfavorable towards Two-year B.Ed. Programme i.e., satisfactory or average in attitude
towards Two –Year B.Ed. Programme. The study also revealed that Male and Female, Pre-service and
In-service, General and SC, General and ST, General and SC/ST, General and OBC as well as Less than
5yrs and Above 5 yrs teaching experience student-teachers attitude towards two-year B.Ed. programme
did not differ significantly, on the other hand, Rural and Urban as well as Govt. and Private B.Ed.
college student-teachers attitude towards two –year B.Ed Programme differ significantly.
The Singapore Science Curriculum (Primary)David Yeng
The Singapore Science Curriculum - One of the most advanced and holistic curriculum in the world. Our SIPYP curriculum content are based on this syllabus. Once again, this shows you why knowledge of cyclic process is equally important than knowing the cycle.
A LITERATURE REVIEW ON GEOGRAPHY TEACHERS’ KNOWLEDGE OF AND ATTITUDES TOWARDS...ijejournal
This article is a literature review on geography teachers’ knowledge and perceptions of dyslexia, as well
as the teaching methods they decide to use in order to differentiate their teaching in mixed ability classes,
including dyslexic students. The aim of the systematic literature review was to identify: a) Geography
teachers’ knowledge and perceptions of dyslexia; and b) the teaching strategies that they use to help
dyslexic students overcome their difficulties. The research was carried out from October to November
2020. Initially, 1346 articles on dyslexia and teaching methods, generally that were published during the
last 20 years (2000-2020) were identified in 5 databases. Findings showed that, despite the very large
number of publications on the subject, only a few studies (3) were found to meet our research criteria
(dyslexia + geography + teaching methods + teachers’ attitudes/knowledge). It is suggested that future
studies focused on teaching geography and its impact on dyslexia would contribute to drawing clearer
conclusions on the topic.
Reading: Guidelines for Inclusive Learning Programmes (word)Saide OER Africa
A reading to accompany Unit Six of the module: Teaching and Learning Mathematics in Diverse Classrooms. This Reading consists of two extracts from a document "Guidelines for Inclusive Education Learning Programmes" produced by the Department of Education in June 2005.
Text-based Language Learning to Improve Student Motivation and AchievementsAJHSSR Journal
: This study aims to: 1) describe the condition of textbooks that should be used in the Territory
of Karanganyar, Central Java, Indonesia, and the needs of teachers and students as a basic reference in the
learning of Indonesian Language and Literature; 2) find the effectiveness and acceptance of textbook reading
skill with text-based learning approach for the students in the region. This research uses research and
development (R & D) design, which step by four steps, namely; (1) exploration stage, (2) model development
stage, (3) model testing stage, and (4) dissemination stage. Experimental test results indicate that students who
are taught using textbooks of text-based reading skills have a better value when compared with students who do
not use the textbook. Textbook which based on reading skill textbookhave good responses and results.
Influence of Pre-Service Teachers’ Subject Specialization on their Skills of ...BabayemiJohnOlakunle1
This study examined the influence of pre-service teachers’ subject specialization on their skills for improvisation and management of resources using survey research of expost-facto type. The sample comprised 150 N.C.E pre-service teachers randomly selected from 50 secondary schools in Oyo State. The instruments used were Questionnaire on Assessing Pre-service Teachers’: Skills of Improvisation (r = 0.73); Management of Resources (r = 0.70). Two research questions were raised. The data collected were analyzed using mean, ANOVA and t-test. The result showed that subject specialization had no influence on pre-service teachers’ skills for improvisation and management of resources (F=0.953; P>.05; F=2.536; P>.05).These findings have significant implications for Science teachers and curriculum planners.
This study investigated the comparative effectiveness of pedagogical pattern of running a course and talk-chalk methods on senior secondary school students’ achievement in waves. It is triggered by reports of persistent students’ low achievement in physics contributed largely by students’ poor performance in waves-related items. It adopted the quasi-experimental pretest-posttest control group design. Three research questions and hypotheses guided the study. There were 216 students who participated in the study. Physics Achievement Test (PAT) containing 50 multiple-choice researcher-developed items were used as instrument for data collection. Mean and standard deviation were used to answer the research questions while ANCOVA was used to test the hypotheses at 0.05 level of significance. Results showed that: the pedagogical pattern of running a course method was superior method in fostering students’ achievement in waves; female students achieved higher than male students using pedagogical pattern of running a course strategy to teach waves; and there was no significant interaction effect of teaching methods and gender on students’ achievement in waves. From the findings, it was recommended that the pedagogical pattern of running a course strategy should be used in teaching physics in secondary school education system and in training of teachers.
Correlation of Teaching Competencies among Science and Non Science Majors and...ijtsrd
The respective roles of teachers and students in teaching and learning science have become at present on of the most important domain of science education. Thus this study was conducted to determine the teaching competency of science and non science teachers in teaching science and how it is related to student's level of mastery of science concepts in selected public secondary school in Northern Samar. This study also tried to find out the significant relationship between the teaching competence of the respondents and the student's level of mastery of science. The significant difference between the teaching competence of science and non science majors was also determined in this study as well as the significant difference in the level of mastery of science concepts between students under a science major and those who are under non science teachers. Each geographical area of Northern Samar was represented the pacific area the central area and the balicuatro area. The respondents of the study included the science and non science teachers of the said schools, chosen randomly through fishbowl method, and the students under these teachers which were chosen through random sampling method. This study utilized the descriptive correlational research design and questionnaire as its main instrument. The level of competency of teachers was found to be “highly competent†in terms of their teaching skills, classroom management and majority indicated “competent†in terms of knowledge. On the other hand, a majority of the students were found to be “low†in terms of their level of mastery in science concepts. A significant relationship was indicated between the teaching competency of teachers and student's level of mastery. Similarly, a significant relationship was found out on the test of difference between the teaching competence of science and non science majors in teaching science subjects as well as to the level of mastery of science concepts between students under science and non science major teachers. Rita D. Gordo "Correlation of Teaching Competencies among Science and Non - Science Majors and the Level of Mastery among Students in Selected Public Secondary Schools in Northern Samar, Philippines" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46446.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/46446/correlation-of-teaching-competencies-among-science-and-non--science-majors-and-the-level-of-mastery-among-students-in-selected-public-secondary-schools-in-northern-samar-philippines/rita-d-gordo
Quality of Secondary Schools Trained Geography Teachers in Universities and D...MOHAMEDMUCHIRI
There has been a concern about the quality of secondary schools teachers being prepared and produced by University and Teachers Training Colleges especially in pedagogy and use of instructional resources which is naturally and technically a pedagogical issue. The study was guided by Shulman`s concept of pedagogical content knowledge. A total sample of the study was ten (10) secondary schools, ten (10) Heads of department, fifty (50) Geography teachers and five hundred (500) Geography students. Schools, Geography teachers and Heads/Chairs of departments were purposively selected while form three (3) and form four (4) classes were selected by simple random method. The researcher used a descriptive cross-sectional survey research design involving both qualitative and quantitative methodologies. Data were collected using questionnaires for Geography Teachers and interview schedules for Heads/Chairs of departments, observation schedules, and resources checklist. The major findings were most of University trained Geography teachers were not competent enough in pedagogy and faced difficulties in utilization of educational technology in teaching/ learning process which included: insufficient knowledge of meaningful instructional activities, fewer lessons in the timetable as recommended by the ministry, inadequacy of teaching/learning resources, examination oriented programme, cheating and inadequate teacher professional development in Geography. It was also noted most of TTCS trained teachers had been effectively oriented on the use of instructional resources but follow- up a mechanism like in-service training was inadequate. Based on research findings, the study recommended that Geography teachers should be in-service in the use of practical approaches and at least have six lessons per week to enable them to cover syllabus on time. It was also recommended that the ministry of education modernize all secondary schools in Kenya by technologizing them to make them tandem with the expectation of modern education. In addition, it was further recommended that most of the Geography departments should have Geography rooms which should be well equipped.
Development and Utilization of Supplementary Enrichment Learning Materials to...ijtsrd
This action research aimed to develop and utilize supplementary enrichment learning materials toward students' improved performance in Physics 7 at Mayamot National High School during school year 2016 2017. This study utilized quasi experimental type of research in order to achieve its main objective, which was to develop and utilize supplementary enrichment learning materials toward students' improved performance in Physics 7 at Mayamot National High School during school year 2016 2017. Quasi experimental method was utilized by the researcher in determining the impact of the developed supplementary enrichment learning materials in Physics 7 through the results of the pretest and posttest. Based on the findings, the following conclusions are arrived 1 the developed enrichment learning materials are well prepared and are acceptable to the Science teachers and department heads and 2 the developed enrichment learning materials in Physics 7 is effective and has improved the performance of the students in the chosen least mastered topics. From the conclusions of the study, the following recommendations are offered 1 Science teachers should use the developed supplementary enrichment learning materials in teaching the selected least mastered topics 2 The developed supplementary enrichment learning materials should be further evaluated by other researchers for improvement and 3 Science teachers should develop supplementary enrichment learning materials for other least mastered topics. Ian Ismael E. Marces ""Development and Utilization of Supplementary Enrichment Learning Materials toward Students' Improved Performance in Physics 7"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020, URL: https://www.ijtsrd.com/papers/ijtsrd29907.pdf
https://www.ijtsrd.com/humanities-and-the-arts/education/29907/development-and-utilization-of-supplementary-enrichment-learning-materials-toward-students%E2%80%99-improved-performance-in-physics-7/ian-ismael-e-marces
Assessment of Effectiveness of Ethnoscience and Collaboration Strategy on Stu...ijtsrd
This study assessed the effect of ethnoscience and collaborative strategies on Basic Science students on academic performance of in Jalingo education zone of Taraba Statte. Three research questions and hypotheses were formulated and tested at 0.05 level of significance. The quasi experimental research was adopted. The population of the study was 2,828 Upper Basic level students of public schools. The sample was 80 students, consists of male 38 female 42 selected through a random sampling technique to form two intact classes. Ethnoscience Measurement Performance Test EMEPT was used for the collection of data. Mean and standard deviation were used to answer the three research questions, while the three hypotheses were tested with ANOVA and t test statistic tool. The research revealed that there was significant difference between students exposed to ethnoscience strategy and those who were taught using collaboration strategy. Based on the findings of this study, it is recommended that the use of ethnoscience strategy should be encourage at upper basic, hence it enhanced better performance. ethnoscience strategy is gender friendly, it should be encouraged among Males and Females students at upper basic level. Gor, Jeremiah A | Daudu, Bunsheya C "Assessment of Effectiveness of Ethnoscience and Collaboration Strategy on Students of Basic Science Education Academic Performance in Measurement in Jalingo Education Zone, Taraba State, Nigeria" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-6 , December 2023, URL: https://www.ijtsrd.com/papers/ijtsrd60049.pdf Paper Url: https://www.ijtsrd.com/other-scientific-research-area/geology/60049/assessment-of-effectiveness-of-ethnoscience-and-collaboration-strategy-on-students-of-basic-science-education-academic-performance-in-measurement-in-jalingo-education-zone-taraba-state-nigeria/gor-jeremiah-a
Utilization of Instructional Materials and Academic Performance of Senior Sec...ijtsrd
The study assesses the level of the availability and utilization of instructional materials for teaching chemistry in Oji River Local Government Area of Enugu State. A survey research approach was used in this study. The target population was 114 pupils from three selected senior secondary schools in Oji River Local Government Area of Enugu State. The study employed one sample t test to test the hypotheses. This study found that instructional materials affect academic performance of chemistry students in senior secondary schools. Another finding was that teachers utilized the available instructional materials in teaching chemistry in senior secondary schools. Based on the findings, the researcher recommended among others that chemistry teacher training should be revised to provide a greater emphasis on knowledge and abilities linked to emerging technologies, such as the use of visual and audio visual instructional resources in chemistry classrooms. Chikendu, Rebecca E. "Utilization of Instructional Materials and Academic Performance of Senior Secondary School Students in Chemistry in Enugu State" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-3 , April 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49840.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/49840/utilization-of-instructional-materials-and-academic-performance-of-senior-secondary-school-students-in-chemistry-in-enugu-state/chikendu-rebecca-e
In the 21st-century, we need a generation who can read and face the challenges of the times. The research aimed to master patterns of science with the next generation science standards (NGSS) standards of junior high school students in north coastal areas of Java Island. The research method is quantitative expose-facto and subjects were 228 students determined by purposive sampling. The students who come from Tegal, Pekalongan, Pati and Demak Regencies north coastal Java Island, Indonesia. The results showed a significant difference between the achievement of students in Tegal, Pekalongan, Pati, and Demak Regencies (p=0.012; ∝=0.05). Based on the analysis of variance (ANOVA) test, there was a significant difference between the groups of students’ achievements in mastery of science oriented NGSS. It can be concluded that the achievement among students from four different regions is quite significant. Students from families with middle and upper economic levels have low achievement but students with low economic levels have high academic achievement.
The study examines the effect of improvisation of teacher-made instructional media on students’ performance in some selected primary science concepts. Thus, a pre-test and post-test, non-randomized experimental design was adopted for the study. Three thousand, three hundred and sixty-eight (3,368) primary six pupils from 48 public primary schools in Akwa Ibom State formed the population while two hundred and nineteen primary six pupils from two schools formed the sample for the study. The two intact classes were exposed to standard and improvised science equipment. A Primary Science Performance Test (PSPT) instrument was used to collect data before and after each lesson. A t-test statistical analysis revealed that there is no significant difference of the post-test performance of intact classes exposed to improvised science equipment and those standard equipment indicating that pupils benefited equally from the standardized and improvised equipment with t-calculated score of 1.34 below the t-critical 2.92. It is recommended that the government should organize workshop on the use of improvised materials to change the orientation of the teacher centred instructional approach to teaching primary science.
Practicality and Effectiveness of Student’ Worksheets Based on Ethno science ...IJAEMSJORNAL
Generally, the learning process in classes still used worksheets that does not link the matter and instructional topics with local knowledge of local area. Though it is able to increase the students' conceptual understanding of the specific physics topics. This study aimed to analyze the practicality and effectiveness student’ worksheet based on Ethno science in improving student understanding of rigid body’ concept. The study used a quasi-experimental with pretest-post test control group design. The sample was students’ senior high school in Lampung’ province, Indonesia. The sampling technique used simple random sampling technique. Data were obtain through the questionnaire, responses of teachers and students, and test of learning outcome in multiple choice questions reasoned type. Data were analyzed by percentage, N-gain, and effect size. The results showed that student worksheet based on Ethno science was practically using in learning and effective in improving conceptual understanding which is indicated by the differences in test results between the control and the experimental class.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Team Teaching Strategy and Students' Interest in Basic Science in Anambra Stateijtsrd
The study investigated the effect of team teaching strategy on students' interest in Basic Science and Technology in Junior Secondary Schools in Anambra State. The quasi experimental design was adopted. The sample consisted of 150 JSS II students from four co educational Schools in Aguata Education Zone of Anambra State Nigeria. The experimental group comprised 76 students made up of 39 boys and 37 girls, while 74 students were used as control comprising 36 boys and 38 girls. The instruments for data collection was Basic Science and Technology interest Scale BSTIS with reliability coefficient of 0.98. Data obtained were analyzed using mean and standard deviation for research questions and analysis of covariance ANCOVA for the hypotheses. The results from the study showed a significant difference in interest scores of students exposed to Basic Science and Technology using team teaching strategy and their counterparts exposed to Basic Science and Technology using conventional teaching strategy. It also revealed gender has significant difference in interest of students exposed to Basic Science and Technology using team teaching strategy in favour of boys. The combined effect of exposing students to team teaching strategy and their gender significantly affected their interest in Basic Science and technology. On the premise of the findings, the study posit that team teaching Strategy has been very effective in teaching and learning of Basic Science and Technology in the classrooms. Thus, teachers are enjoined to use of team teaching strategy to enhance students' interest in the classrooms as well as improve teachers' classroom productivity. Okechukwu, Obiebere Rita | Prof. (Rev Sr) Felicia Opara "Team Teaching Strategy and Students' Interest in Basic Science in Anambra State" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47542.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/47542/team-teaching-strategy-and-students'-interest-in-basic-science-in-anambra-state/okechukwu-obiebere-rita
In Namibia, natural science (NS) is one of the priority subjects in upper primary phases (Grades 4 to 7). However, in the Omusati Region of Namibia, there are increasing public concerns that many learners are not performing well in NS. Thus, this study surveyed the views of NS teachers on the challenges affecting upper primary learners’ performance in NS at three selected combined schools in the Omusati Region. Qualitative research design using face-to-face interview was used to gather the views of upper primary NS teachers in the schools. Seven teachers who are currently teaching NS at the selected schools were selected using the purposive sampling method to participate in the study. The results obtained revealed that the following challenges affect upper primary learners’ performance in NS in the selected schools: medium of instruction, lack of adequate teaching and learning resources, lack of laboratories, sensitive topics, overcrowded classroom, indiscipline among learners, absenteeism, unfavorable teaching environment, hunger, and lack of proper guidance from subject advisory teachers. The study recommended that the government should provide schools with feeding programs, build laboratories, renovate classes and provide teaching materials. The schools should evolve disciplinary measures to check the learners’ indiscipline.
Similar to Needs assessment of nigerian senior secondary school science teachers for improvement of science instruction in taraba state in nigeria. (20)
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Cambridge International AS A Level Biology Coursebook - EBook (MaryFosbery J...
Needs assessment of nigerian senior secondary school science teachers for improvement of science instruction in taraba state in nigeria.
1. Developing Country Studies
ISSN 2224-607X (Paper) ISSN 2225-0565 (Online)
Vol.3, No.9, 2013
www.iiste.org
Needs Assessment of Nigerian Senior Secondary School Science
Teachers for Improvement of Science Instruction in Taraba State
in Nigeria.
B.C. Madu (Ph.D)* F.B. lyiola.
Department of Science Education, University of Nigeria, Nsukka
*Corresponding author e-mail: bcmadu4owa@gmail.com
E-mail: bcmadu4owa@gmail.com.
E-mail: frahusyl@ayahoo.corn
Abstract
The study was conducted to examine the capacity needs of senior secondary schools of science teachers for
acquisition of competencies for science instruction in Taraba State, Nigeria. The study made use of survey
research design with a total sample of 360 senior secondary shoo’ science teachers that was selected through
proportionate stratified random sampling techniques. A ten item multiple choice test of’ structured questionnaire
were developed for obtaining data on the capacity building needs for planning of science instruction. The
instrument was face validated by 3 experts and the reliability coefficient of 0.90 was obtained using Cronbach
alpha method. The data collected was analyzed using mean and improvement needed index (INI). The study
found out that capacity building needs 10 items are highly needed by the science teachers for planning of science
instruction and therefore, ii was suggested that the findings should be utilized to develop capacity building needs
programme for a periodic retraining in form of in-service programmes that will call out meaningful workshops
or short duration courses for updating and maintenance of lifelong learning which is the heart of science teachers’
professionalism development for greater efficiency.
Key words:- Science Teachers, Capacity needs, Planning, Implementation, Evaluation, Instruction.
Introduction
Science is an organized system of explanations of nature through the processes of experimentation that are
subjected to modifications in the light of further empirical evidences (Daramola, 2005). Scientific knowledge is a
function of the processes by which scientists come to obtain the knowledge that gives same understanding of
cause- and -effect relationships with the power to predict and control the universe (Rodger, 2002). In an attempt
to make the teaching of science effective, All (2001) observed that the senior secondary school level is the stage
at which individual science subjects such as chemistry, physics, biology, mathematics and agriculture are to be
thoroughly taught the students in readiness for future science-related occupations in applied sciences such as
medicine, engineering etc and even in other fields of learning.
Therefore, Daramola (2005) described an effective science teaching as a process whereby professionally trained
teachers are employed to instruct learners through the process of sciencing in well-structured and organized
settings available within the school systems. To ensure that effective science teaching is achieved in the senior
secondary schools there must be good planning that are adequate for proper assessment of science teaching and
learning outcome (ICSU, 2002). As a facilitator of knowledge, skills and values to the society, teachers in
Nigeria and in order parts of the world, are always considered as the nations’ greatest asset. Hence, teachers must
be able to play their roles and fulfill their responsibilities to their utmost capabilities. Therefore, teachers must be
well prepared for the profession as well as maintain and improve their skills through life long career learning.
That is, there is need for science teachers to be effectively prepared and equipped in the pedagogical content and
approaches of teaching science, since the quality of teaching determines the outcome of the result. This requires
that the professional development should be an integral and essential part of the efforts made to raise the
standard of teaching and learning and the students achievement. Also teachers should inculcate in their students
dispositions towards lifelosng learning and skill required for challenges in the classroom.
In view of this Okunloye (2005) described an effective science teacher as a person who has been trained
pedagogically and acquired a systematic body of knowledge in specialized teacher training educational
institutions. The training that equip the teachers with the needed capacities to efficiently facilitate science
instructions in the science education content subjects (Chemistry, Physics and Biology). The science teachers’
qualification in term of academic and proficiency in professional training has an important input in touching
their effective deliveries since quality output demands for quality input. In our schools a qualified teacher is very
essential in the operation flow of any education system by increasing the students’ achievement while the
anxiety level coming from poor performance is reduced. In Nigeria, the situation calls for the need to equip
teachers with the necessary knowledge and skills which include issues relating to the quality of teaching and
14
2. Developing Country Studies
ISSN 2224-607X (Paper) ISSN 2225-0565 (Online)
Vol.3, No.9, 2013
www.iiste.org
learning sciences. Nigeria, like any other developed and developing countries is confronted with the problem of
inadequate trained science teachers especially in the teaching of physics, chemistry biology and Agricultural
science. In this case teachers of various educational backgrounds, such as engineering, biology, biochemistry,
microbiology are often are required to teach science subjects which are not trained for in our secondary schools.
Though these categories of teachers might have used various kinds of strategies in their teaching, they are in
serious need for in- service training course in order to teach science meaningfully and effectively whist filling
the gaps of constant and pedagogical content knowledge in the subject that they are required to teach (Subahan,
Lilid, Khalijah and Rahizan 2001).
Therefore to a great extent, the importance of capacity variables should be taken into cognizance in the process
of designing in-service training programmes for the practicing science teachers, now that the current demands of
the 21st century in the understanding of science necessitates the possession of well built capacities by science
teachers in teaching science (ICSU, 2002). According to Hornsby (2006) capacity is described as the ability,
knowledge, skills, fitness, experience and proficiency needed by an individual to get a particular task The
intention of building capacity needs of science teachers is to provide the right atmosphere for the understanding
of concepts, development of scientific skills and attitudes among teachers. The science teachers might be illprepared by exposing them to those activities and skills that will not equip them with the needed capacities for
planning senior secondary schools science instructions. This will enable them develop negative attitude towards
achieving superior academic gains in their teaching subject (Ali, 1997). According to Hornby (2006) capacity is
described as the ability, knowledge, skills, fitness, experience and proficiency needed by an individual to get a
particular task done. Triner, Greenberry & Watkins (1996) defined needs as the gap between current and desired
(or required) result that is, the results of the gap between what is and what it should be. Thus, the capacity
building needs of science teachers is seen as the process of strengthening and equipping science teachers with the
content understanding, skills, access to information, functional knowledge and training that will enhance their
planning performances in an efficient and effective way (ICSU, 2002). Currently, achieving quality and effective
planning of science instruction is the main controversial issues against the effectiveness of teaching science in
Nigeria senior secondary schools especially in Taraba state in which studies in science education (Ugbanga and
Egbunomu, 2008) have made attempts to unravel the causes of achievement in these three science subjects
(physics, chemistry and biology) among students. Robert, Dooley, Harlin and Murphrey (2006) then observed
that planning is one of the teaching innovation evolved to improve the quality of instruction by designing the
content of a lesson, determining students’ needs and interests, and planning the summary of a lesson.
Furthermore, Agwagah (2009) observed that planning of science instruction involves planning learning
experiences that will foster exploration and investigation. At the planning stages the teacher has to give a wellinformed consideration to the content and goals of the curriculum and the needs, interests and abilities of the
learners by choosing or improvising relevant teaching aids, formulates appropriate objectives, adopts suitable
methods and techniques of presentation and evaluation, and finally writes out a detailed lesson-plan (Lawal,
1995).
Thus, capacity-built science teachers are efficient in the formal planning of their lessons, time and do critique the
day’s work as well as giving of a brief and concise lesson. Therefore, science teachers’ capacity to have a
planned instruction fulfills the following purposes or needs: thinking to have a focus, identification of difficulties,
organization of teaching materials and building of teachers’ competencies. Maduabum (1992) described
competence as a combination of skills, fitness, experience, proficient and attitudes that can be developed and
acquired through training for adequate planning of science instruction.
Hence, the low performance of science students in senior secondary school certificate examination (SSCE) had
probably being as a function of capacities posses’ or not by their teachers in planning of science instruction.
Thus, Umar and Adedokun (2006) noted that science teachers need to update their professional capacity
development, commitment, creativity, mechanical skills, resourcefulness and initiative for planning of science
instruction. Thereby, capacity building needs of science teachers will be seen as any assistance provided to the
entirety of science instructors’ education which has an aim to develop content knowledge and skills for general
upgrading of overall performance in teaching science.
Historical Perspective of Needs Assessment.
Analysis of needs assessment model used in educational research indicates the availability of a variety of models
such as Discrepancy model (Sweigert and Kase 1971), system model and organization needs model (Kaufman
1972), and Marketing model (Kofler, 1982). Based on the conception of training needs as a discrepancy between
an educational goal and trainees performance in relation to the goal, Borich (1980) proposed another needs
assessment model named Borich Needs Assessment Model, which focuses on
•
underlining competencies
•
surveying the in-service teachers,
15
3. Developing Country Studies
ISSN 2224-607X (Paper) ISSN 2225-0565 (Online)
Vol.3, No.9, 2013
www.iiste.org
•
ranking competencies and
•
comparing high priority competencies with training programme content.
Borich’s (1980) model is widely used in determining the science teachers’ needs, however, Watkins (1984)
contended that there is no generally accepted model of needs assessment in the educational field since its
selections, procedures as well as instrument used to determine the needs will depend on the purpose and content
of the assessment study.
From literature, empirical studies on science teachers’ needs and the development of procedures for identifying
and categorizing science teachers’ needs have been a major educational concern since the 1970s. The evolution
of science teachers needs instrument inaugurated with the development of Move Assessment Profile (MAP) was
further refined by Blakenship and Moore (1977) and Rubba (1981). Eleven years later, Kamariah, Rubba Temera
and Zurrub (1988) established the science teacher Inventory of Needs (STIN) which classify science teachers’
needs into seven categories. STIN was further used and contextually refined try Baird and Rowsey (1989) after
administering the instrument to 1870 science teachers across Albama. Zurub and Ruubba also used STIN in 1993
for identifying the needs of 1507 rural science teachers in Arkansas. Until recently, the needs of the science
teachers is still a major concern as evidenced in Dillon, Osborne Fairbrother and Karima (2000) and state of Dela
ware study (2002).
From the models and studies carried out, the major concern is the identification of contextualized, science
teachers’ needs. In Nigeria, this study in needs assessment was initiated in an effect to establish empirical
evidence of the science teachers’ needs in meeting the challenges of science education by identification of needs
required and those possessed.
Purpose of the Study
The main purpose of the study was to identify the most prevalent needs of Nigerian senior secondary school
teachers required for keeping them with the current demands of teaching and learning of science. This is
necessary for determining the relative measures that will be undertaking for preparation of science teachers in
meeting with the classroom challenges. The study also seeks to identify the competencies possessed by science
teachers in order to identify the need gap for further training.
Research Questions
A research question was posed in line with the purpose of the study to guide the study as to:
• What are the capacity needs of senior secondary school science teachers for planning science
instruction?s
• What are the capacity needs of senior secondary school science teachers for implementation of science
instruction?
• What are the capacity needs of senior secondary school science teachers on the classroom management?
• What are the capacity needs of senior secondary school science teacher for utilization of appropriate
instructional materials?
• What are the needs assessments of senior secondary school science teachers for the evaluation of
instructional strategies?
Methodology
The survey research design was used for this study, because it is capable of eliciting respondents’ opinions on
science teachers’ capacity building needs in senior secondary schools with a view of improving and achieving an
effective science teaching. The study was carried out in Taraba State of Nigeria and located in the north-eastern
region of the country with eight education zones. According to Federal Ministry of Education the state is one of
the educationally disadvantaged states with the total number of sixteen local Government Areas. The population
of this study consists of all senior secondary school science teachers in Taraba State with a total of 589
practicing science teachers comprising 143 for Physics, 189 for Chemistry and 257 for Biology that made up the
population. Source: Taraba State Post Primary Schools Management Board, Jalingo, for 2009/20 10 session.
The sample used for the study was drawn from education zones out of education zones in each of the zones
randomly selected 3 local government arrears were randomly selected giving a total of 12 local government
areas in each of the local government areas, five senior secondary schools were randomly selected giving a total
of 60 secondary schools.
In each of the senior secondary science teachers were drawn making a total of 360 science teachers from 60
senior secondary schools (Government approved)
The Instrument.
The science teachers’ needs used in this study is defined as a conscious drive or desire on the part of the science
16
4. Developing Country Studies
ISSN 2224-607X (Paper) ISSN 2225-0565 (Online)
Vol.3, No.9, 2013
www.iiste.org
teacher, which is necessary for the improvement of science teaching (Moore, 1977). The needs assessment
instrument used in this study was developed by using Science Teacher Inventory of Needs (STIN) developed by
Zurub and Rubba (1983) as the main reference point. Items were carefully and collectively selected which reflect
the current needs of senior secondary school teachers in Nigeria.
The process of item development involved the following steps according to Kamisah (2006).
• The existing perceived needs subscales were reviewed
• A thorough review and analysis of the needs literature were conducted.
• Structured interviews were conducted, to identify the needs of science teachers, which involved five
experienced science teachers. The interview data were used as background information in constructing
needs.
• A panel of experts in science subjects namely agric science, Biology, Chemistry and Physics- were
requested to edit the items from the initial pool of items.
• The instrument was validated again by giving it teachers of science to review the items with respect to
its readability, Varity and ease of response.
The final instrument consist of two sections (A& B). Section A seeks information on the desgraphic
characteristics of the respondents. Section B consists of 45 items pertaining to the in-service needs of the science
teachers. These needs were collapsed into five distinct dimensions:
•
Planning science instruction
•
Implementation of science instruction
•
Management science classroom instruction
•
Utilization of impropriate instructional materials
•
Evaluation of science instruction.
Each statement is followed by four (4) point rating scale ranging highly needed (4) to not needed (1). Each
statement is also followed by a four point rating scale ranging highly possessed (HP) (4) to not possessed
(NP)(1).
The instrument was established for reliability by employing combat Alpla () statistic. The reliability indices
range from .635 to .798. in discussing item reliability, score variability, item homogeneity and text length are
three main issues commonly associated with it (Anastasi, 1982; Youngman, 1979). It was found that, the,
number of items for each dimension did not have any significant impact on the reliability index. Based on the
reliability indices obtained and the heterogeneous nature of the samples who participated in the study, it could be
argued that the heterogeneity of the scores is obtained.
The improvement Needs Index (INI) was used to determine the need gap (NB) between the means of the needed
and possessed skills/ Competencies by the science teacher where the mean of the needed scale of each item is
represented by Xn and the mean of the possessed scale of item is represented by -Xp . The difference between the
Xn -Xp is regarded as the improvement needs index or the need gap. When the need gap is positive, it indicates
that the science teachers need improvement on those skills or competencies. When the need gap is negative, it
indicates that the science teachers do not need any further training on those skills or competencies. When the
need gap is zero, it means that the science teachers’ need level is equal to their possessed level.
.The instrument used for data collection was a structured questionnaire named Capacity Building Needs of
Senior Secondary School Science Teachers for Planning of Science Instruction Questionnaires
(CABNESTEPQ). The instrument used for the study was face-validated by three experts. The reliability of the
needs instrument used was conducted on 24 science teachers using trial testing within Enugu State and a
reliability coefficient of 0.90 was obtained. 360 copies of the questionnaires were administered to the
respondents understudied and the data collected was analyzed using the mean rating scores and formulated
improvement needs index. Thus, the formula used to determine the needed capacity building levels is given as
followed: Improvement Needed Index (INI) =Xn –Xp. It was also used to determine the capacity gaps (CG)
between the needed and possessed capacities by science teachers.
Where, Xn =Mean of Needed Capacity and Xp = Mean of Possessed Capacity.
17
5. Developing Country Studies
ISSN 2224-607X (Paper) ISSN 2225-0565 (Online)
Vol.3, No.9, 2013
www.iiste.org
Results
Results of the data collection and analyzed or the study in line with five research questions are presented.
Table 1: Need analysis of the mean scores of science teachers needs assessments for planning science
instruction
S/n Items
Needed
Possessed
INI
mean (Xn)
mean (Xp) Xn-Xp
Selecting lesson topic in science subjects
3.73
2.98
0.74
1
Develop appropriate instructional objectives
3.65
3.01
0.64
2
Select appropriate pedagogical approaches
3.56
2.82
0.74
3
Organize
lesions interactively on the topics to reflect 3.62
2.94
0.68
4
sequencing of instruction
Select appropriate instructional materials
3.60
2.94
0.68
5
Plan the content of a lesion
3.73
2.99
0.74
6
Show interest on the needs of students progress in science
3.65
3.23
0.43
7
Plan the summary of al lesson prepare instructional materials 3.54
2.99
0.55
8
for the classroom instruction based on usage (reagents,
specimens )
Preservatives, charts, objects and pictures
3.62
2.92
0.69
9
0.60
2.95
10 Demonstrate proper grounding in the subject matter of 3.55
specialization
key: INI- Improvement Need Index
Table 1 showed that all the ten items on the needs assessments have the mean scores ranged from 3.54-3.73
while the needs possessed by the science teachers ranged from 2.82- 3.01. Therefore, the Need gap values of all
the 0ten items ranged from 0.43-0.74 and are positive on the four point rating scale. Therefore, this indicates that
respondent agreed that all the items listed in table 1 above highly needed for effective planning of science
instruction in the senior secondary schools in Taraba State Nigeria.
Table 2: Need gap analysis of the mean scores of science teachers on the Needs assessments for the
implementation of science instruction.
S/N
Items
Neededmean
(Xn)
3.74
Possessed
mean (Xp)
3.06
INI
Xn-Xp
0.69
Introduce and deliver lesion in step by step to students
through appropriate approach strategies
Possesses facilitating skills in teaching and learning 3.69
3.06
0.64
2
science concepts and theories
Reinforce science learning
3.41
2.79
0.61
3
give and assign student’s science project/ assignment in a 3.43
2.78
0.65
4
concise manner
Effect the transfer of knowledge by making learning a real 3.49
2.87
0.62
5
life & daily experience to students
Application of science processes experimentation and 3.60
2.91
0.68
6
safety in the use of materials and equipment
Negate personal feeling from influencing actual scientific 3.12
2.63
0.49
7
facts
Direct students in applying problem solving techniques
3.51
2.94
0.57
8
key: INI- Improvement Need Index
The table 2 presents the analysis of eight items with the mean scores and revealed that items 1,2,6,&8 at the
needed items have the means scores ranged from 3.12-3 3.74 but at the possession side, the science teachers have
the score ranged from 2.63- 3.06. The improvement needed index are all positives and range from 0.49- 0.69
indicating that they are highly needed for science teachers as their perceptions towards all the eight needed
items listed for the implementation of science instruction. Thus, it shows that respondents agreed that all the
items mentioned in table 2 above are worthwhile needs that are to be inculcated in science teachers as to bring
out effective implementation of science instruction in them for the senior secondary schools science e teaching in
Taraba state
1
18
6. Developing Country Studies
ISSN 2224-607X (Paper) ISSN 2225-0565 (Online)
Vol.3, No.9, 2013
www.iiste.org
Table 3: Needs gap analysis of the mean scores of science teachers on the
classroom management
S/N
Items
Needed,
(Xn)
3.69
3.59
3.56
3.40
3.34
3.49
3.38
3.56
3.64
mean
needs
assessments for
Possessed,
mean (Xp)
3.07
2.95
2.84
2.87
2.70
2.89
2.68
2.99
3.08
INI
Xn-Xp
0.63
0.64
0.72
0.53
0.65
0.61
0.70
0.58
0.57
Create a conducive learning atmosphere
Uphold a good student behaviour
Employ effective student behaviour management skills
Motivate and persuade students to learn science
Recognize individual differences
Allow active students participation
Conflict resolution and mentoring skills
Apply corrective measure to enhance discipline
Handle students class responses and improve upon
them during lesions
understand science processes (inductive and deductive 3.39
2.76
0.63
10
reasoning and logic)
Demonstrate a regard for and an interest in students as 3.41
2.73
0.67
11
individuals
Develop constructive working relationships students
3.50
2.76
0.74
12
Maintain quietness and orderliness in the classroom
3.64
2.91
0.73
13
key: INI- Improvement Need Index
As shown in table 3 that seven out of thirteen items (Items: 1,2,3,8,9, 12,&) at the capacity building
needed level have thesame scores ranged from 3.34 – 3.69 but on the possessed by the science teacher the
means from 2.68 – 3.07. Therefore, it was observed that science teachers from table 3 have high INI of about
0.53- 0.74 depicting that they have seen the needs for science teachers to be well acquainted with all these in
order to bringing about effective classroom management in senior secondary schools science teaching in Taraa
State.
Table 4: Needs gap analysis of the mean score of science teachers on the needs assessment for the
utilization of appropriate instructional materials
S/N Items
Needed,
mean Possessed,
INI
(Xn)
mean (Xp)
Xn-Xp
Use of appropriate visual aids
3.54
2.80
0.74
1
Being innovative using multimedia technology 3.56
2.61
0.95
2
(ICT)
Administer appropriate instructional facilities and 3.59
2.66
0.93
3
equipment
Selection of relevant teaching aids for science 3.50
2.65
0.85
4
instructions
Being resourceful
3.55
2.73
0.82
5
key: INI- Improvement Need Index
Table 4 presents the mean rating of science teachers on the capacity building needed for effective use of the
appropriate instructional materials in teaching science. It showed that all the five items at the needed category
have the mean scores ranged from 3.50 – 3.59 but on the capacity possessed by the science teachers the mean
range from 2.61 -2.80. The improvement needed index are all positives and range from 0.74 -0.93 meaning that
they are highly needed. Therefore, with all these indications the respondents agreed that all the items mentioned
in table 4 above are needed for effective
utilization of appropriate instructional materials in the senior secondary schools in Taraba State.
1
2
3
4
5
6
7
8
9
19
7. Developing Country Studies
ISSN 2224-607X (Paper) ISSN 2225-0565 (Online)
Vol.3, No.9, 2013
www.iiste.org
Table 5: Need gap analysis of the mean score of science teachers on the capacity building needs assessment
for evaluation of instructional strategies.
S/N Items
Needed,
Possessed,
INI
mean (Xn)
mean (Xp)
Xn-Xp
Direct instructions and develop criteria for study 3.50
1
2.80
0.70
performance
Decision making skills based on related instruction and 3.47
2
2.63
0.84
laboratory grades obtained follow up activities after
Instruction and science out of school
3
3.53
2.67
0.86
Involve students in evaluation of science teaching- learning
3.46
2.69
0.77
4
Develop practical tests for consistent assessment of students 3.67
2.90
0.77
5
acquired skills in science subjects
Evaluate students achievement properly in science subjects
3.62
2.95
0.67
6
Give feedback on students performance
3.47
3.00
0.47
7
Self assessment and reflection to met progression standard
3.46
2.58
0.88
8
Give assignments to the students on works already done
3.56
2.84
0.72
9
key: INI- Improvement Need Index
The above table 5 presents those respondents opinions on the needed capacity for effective evaluation
of instructional strategies. It is observed from the table that, all the nine items have mean scores ranging from
3.46 – 3.67 while at the possession side, the science teachers have the mean range of 2.58- 3.00. Thereby, it
observed that the improvement needs index of science teachers from table 5 are all positives and range from
0.47—0.88 indicating that all the capacities enlisted under table 5 are highly needed for evaluation of
instructional strategies as perceived needs for the science teachers. Thus, the outcome of the total analysis shows
that science teachers perceived that all the nine capacity items listed in the table 5 above are highly needed for
the evaluation of instructional strategies in senior secondary schools science teaching in Taraba state.
DISCUSSION
The results of the study revealed that most of the science teachers who participated in this study perceived that
there are needs to update their knowledge and skills in the context of pedagogic contents and approaches that
bring about meaningful science teaching. The result of the study in table 1 shows that science teachers only
possessed the capacity building needs for planning science instruction at the average level, which would have
embraced effective dissemination of science concepts to the student in senior secondary schools. This is not very
commendable enough as to no meaningful teaching can take place in the absence of effective planning of science
instruction (Agbi & Mbuk, 1996). Science teachers need support in planning and designing their science
instruction as well as equipping themselves with generic pedagogical knowledge and skills
Thus, the findings indicated that capacity needs that bring about improvement needs are highly needed for
planning of science instruction so as to be more effective in teaching sciences in senior secondary schools. The
study of Kamisah, Lilia & Subaham (2006) asserted that the planning of science instruction creates a need for
teachers to make their lessons to be interesting and attractive especially for students with low cognitive levels.
This finding is in line with study of Olaitan, Alaribe &Nwobu (2009) that the teachers of agricultural science
exhibited low performance capacity in the general curriculum content planning of agriculture programme of
Colleges of Education. The finding indicated that they required capacity needs in order to be more effective in
teaching agricultural science in Junior Secondary Schools. This finding may be found in teaching of other
science subjects. The study of Robert and Dyer (2004) also revealed that the” strategic planning (program
improvement needs) of science instruction for science teachers is required because the teachers ability to plan for
the next lesson, develop effective ways of communication and evaluate the effectiveness of the whole teaching
or program is an act of professionalism. Thereby, this capacity is necessary for continuous improvement on the
school-based programmes
Another finding of this study from table 2 is that science teachers indicated average or low capacity for the
implementation of science instruction. Perhaps, it should be stressed further that the level at which this capacity
is exhibited determines to a great extent the success or failure of science education curriculum implementation
(Agbi, 1997). The result shows that the respondents agreed all the eight capacity items in the table 2 above are
the capacity needs required for an effective implementation of science instruction in senior secondary schools
science teaching. It is also apparent from the findings that science teachers do have problems with updating their
content knowledge as well as technical skills in administering science instructional facilities and equipment. .
Another plausible reason for the concern in implementing instruction is associated with the government policy of
achieving a 60 to 40 ratio of science to art students. This is a new phenomenon which science teachers are
currently facing especially in dealing with the students who do not really want to take up science subjects but
20
8. Developing Country Studies
ISSN 2224-607X (Paper) ISSN 2225-0565 (Online)
Vol.3, No.9, 2013
www.iiste.org
were forced to do so. When such classification of science teachers needs is compared with previous social
studies conducted by Agbi 1997, Akiseende, 1993, Olaitan, Alaribe and Nwobu (2001) it could be argued that
science teacher needs evolve with time as well as social and political situation that turn the policy
implementation of the country years ago, during the implementing of Nigerian integrated science curriculum
the important needs of the Nigerian science teachers then mainly involved delivering and managing science
instruction and administering science instructional facilities and equipment which as a whole contributed
towards improving one’s self competence as a science teacher in meeting new challenges in science teaching.
This indicates that there is need to consciously familiarize science teachers with these capacities in both preservice and in-service training programmes. In the study of Kamisah, Lilia & Subaham (2006), science teachers
also need regular support in implementing their science instruction as well as equipping themselves with the
necessary pedagogical knowledge and skills. The finding is in agreement with study of Ellah (2007) where it was
found out that the NCE graduate teachers of science acquired low competence in the instructional content areas
of science education while in training and therefore, the NCE graduate teachers of science improvement needs in
some content knowledge and teaching skills for enhancing their effectiveness in the field.
The results in table 3 indicate that science teachers show an average capacity possessive performance in
classroom management. This depicts that there is still need for improvement so as to ensure effective science
teaching in senior secondary schools. A research from Gootman (2008) shows that effective classroom
management involves clear communication of behavioural and academic expectations as well as a cooperative
learning environment, and deduced that rules give students concrete direction of teaching so as to ensure that
their expectation becomes a reality.
The finding is also in support of Agbi (1997) that effective classroom management is one of the attributes of a
capacity-built teacher while maintenance of quietness and orderliness in the classroom with developing
constructive working relationships with students are the integral part of classroom management. More so,
science teachers indicated an average possessive performance of these capacities but generally shown that they
are highly needed in the classroom management for effective science teaching in senior secondary schools.
This is in conformity with the study of Kamisah, Lilia & Subaham, 2006, on What Malaysian Science Teachers
Need To Improve Their Science Instruction. It was apparent from the findings that science teachers only require
a moderate need of assistance in managing their science instruction and in measuring students’ performance.
They found out that managing and planning science instruction is entrenched in the teachers’ inclination to
motivate their students to learn science, which is triggered with current ways and practice of teaching science;
thereby findings showed that these capacity needs are highly required.
It was indicated that all five capacity items listed in the table 4 above are the highly needed capacity building
needs for the utilization of appropriate instructional materials for effective science teaching in senior secondary
schools. The concern about utilization of instructional materials is entrenched in the teacher’s inclination to
motivate their students to learn science. Such situation is cropped up due to the practice of teaching science in
English language, even at the primary level of Education. Thus the existence of wide spectrum of children’s
abilities creates a need for teachers to make their lesson interesting and attractive especially for children of low
ability levels.
The result of the study in table 4 is also in agreement with the finding of (Agbi, 1997) who asserted that it is only
when the teachers are given adequate preparation in this area that a better performance can be expected from the
students. Since effective use of instructional materials in the teaching of science not only helps to concretize
abstract concepts but also helps to arouse and sustain students’ interest in the materials being learnt.
The study of Kamisah et al (2006) observed that the science teachers’ awareness of the importance of varying
their pedagogical approaches and how to constructively maneuver their lessons with the support of appropriate
instructional materials and other teaching aids that are also contributing to such pattern of effective teaching. The
findings also give credence to the view of Ogbuanya (1996) where it was found out that teachers indicated the
needs for in-service training based on the difference between the skills they possessed and those they are
required for effective performance. The above observation indicates that capacity building programmes should
be organized for the teachers in the areas of teaching, using appropriate instructional materials.
The outcome of the findings from table 5 of this study is that science teachers shown average possessive
performance on the capacity needs assessment for evaluation of instructional strategies. Therefore, the findings
revealed that the respondents agreed that capacity needs for an effective evaluation of instructional strategies in
senior secondary schools science teaching are highly required. The science teacher’s awareness of the
importance of varying their pedagogical approaches and how to constructively manipulate their lesson with the
support of ICT and other instructional materials also contribute to such patterns of feedback. The students lack of
interest and the lack of motivation formed their attitudes towards the science subject which ultimately shape their
negative behaviours during science lessons
Therefore, all the skills required for effective evaluation should be inculcated in senior secondary schools
21
9. Developing Country Studies
ISSN 2224-607X (Paper) ISSN 2225-0565 (Online)
Vol.3, No.9, 2013
www.iiste.org
science curriculum for maximum results. This is quite in line also with research findings of Maduabum (1992) &
Ivowi (1 997a) that science teachers do not effectively evaluate learning outcomes using comprehensive
assessment tools.
The researchers found out that teachers do not show adequate capacity building in evaluation of instructional
strategies which is a matter of deep concern. The findings indicate that, a good teacher should not only be able to
transmit knowledge and skills effectively and efficiently but he should also be able to inspire the learners to a
greater height of achievement through meaningful use of evaluation techniques. This is necessary because the
science teacher needs to arouse the students’ interests in the subjects, keep the teachers informed of areas of
difficulties that need more remedial work and subsequently the rate of progress towards the set objectives is
enhanced.
Conclusion
This study provides meaningful empirical evidences of effective in-services programmes in the process of
upgrading science teacher’s professionalism in Nigeria. The data obtained in this study provide information
especially for those inwfred in designing and implementing science curriculum so that all the programmes
implemented will be glared towards the immediate needs of the science teachers. From this study, the science
teachers needs to identified centered on upgrading oneself in meeting current challenges of teaching and learning
sciences. Another important issues emanating from this study is the science teachers personal concern and
awareness of importance of self improvement, especially in making their lessons meaningful and attractive,
which would eventually lead to improvement in the students achievement. It would therefore be argued that
science teachers perceived needs, has identified by this study, is in contrast to the current accepted view of
priority needs which lead to effective science teaching viz developing student understanding and creating
meaningful learning (Harden, 1996). Thus, it is thought necessary that another comprehensive assessment of the
perception of the professional needs of secondary school science teachers be conducted. Parkinson (2004) agreed
that the first step in designing a curriculum for continuous professional development is the assessment of
teachers needs.
Similarly, Baird and Rowsey (1989) based on their study of secondary schools science teachers needs
concluded that with out accurate date on teacher needs, planning is not only difficult, but results to wasteful
exercise. Another significant points is that those who teach science at secondary school level are from diverse
groups and this required different needs. Therefore, high quality in service, programmes designed to meet the
perceived needs of science teachers are necessary is teachers are expected to effective and efficient.
In conclusion, it is suitable to indicate that the Nigerian Senior Secondary School Science Teachers, as
evidenced in this study embark in keeping the best interest of their students and maintaining that lifelong
learning as at the centre of teacher development.
Recommendation
Based on the findings, several recommendations can be put forward to meet the current needs of science teachers.
In –service courses which offer continuous development of science teachers appear to be the best framework in
upgrading science teacher’s needs as identified in this study (Craft, 1996, Parkinson, 2004). Figure 1 displays
graphically a proposed framework for the Nigerian senior school science teachers in-service training (INSET)
Adopted form Kamisah, Lilia & Subatan (2006). In
Figure 1, the INSET established can take many forms, school- based , central –based institutionalized ,
conducted training either through public or privat4e institutions conducted by means of a virtual or a distance
learning mode supporting institutions such as the local government Education Authority Facilities of Education
and colleges of education can offer assistance in ensuring effective implementation of the programmes. In the
figure 1, there are three modes of operation which can be undertaken such as short courses professional
workshops or long term courses such as pursuing masters or doctoral degree programme. The findings of this
indicate that multimedia technology should be used as the main institutional tool in order to support the face to
face interaction. According to Louchs-Horsley, Hewson, Love& Stiles (1998) the main few of technology is not
only as a tool for creating opportunities for diverse learning experiences but it can become the vest support for
professional training.
Also to ensure that the programmes implemented meet its objectives, continuous monitoring ad evaluation by
stakeholders and governing bodies should be systematically planned and followed besides all these there are
other strategies such as provision of curriculum materials, self –instructed modules, action research network,
peer and study group support, and establishing with scientist that should be adopted .
Reference
Agbi, A.I. (1997). Competencies possessed by Integrated Science Teachers in Ogoja Educational ones of Cross
22
10. Developing Country Studies
ISSN 2224-607X (Paper) ISSN 2225-0565 (Online)
Vol.3, No.9, 2013
www.iiste.org
River State. An Unpublished M.Ed project submitted to the Department of Science Education,
University of Nigeria Nsukka.
Agwagah, U.N.V (2009). Instilling problem solving, Critical, and Creative Thinking Skills into Mathematics
Instruction paper presented at a workshop on Retraining of Junior secondary School Teachers on skills
of Teaching and Record keeping organized by Ebonyi state University in Collaboration with Ebonyi
state Universal Basic Education Board held in. October 2009. 30-32
Baid, W.& Rowsey, R. (1989) A Survey of secondary science teachers needs school science and mathematics
89 (4), 272-284
Blankenship, J.W. & Moore, K.D. (1977). A factor Analytic Approach to needs assessment journal of Research
in Science Teaching, 14 (6), 507-514
Borich, G.D. (1980). A needs Assessment models for conducting follow-up studies. The Journal of Teacher
Education, 3 (3) 39-42.
Daramola, S.O. (2005). Philosophical Foundation of science Teaching In fundamental principle & practice of
instruction. Department of science education, Education Technology, University of Ilorin
Dillion, J. Osborne, J., Fairbrother, R. Kuruna (2000). A study into the professional views and needs of science
teachers in primary and secondary schools in England. London: King’s College.
Goof man, M.E. (2008). The caring Teachers guide to Discipline: Helping students learn self-control
Responsibility and Respect. 6. (36).
Halen, W. (1997). Primary teachers understanding in science and its impact in the classroom. Research in
science Education, 27, 323-337
Hornby, A.S. (2006) Oxford Advanced Learner’s Dictionary of Current English (5th Ed London University Press.
International Council for science, ICSU series (2002) Science Education and Capacity Building for sustainable
Development, 1-31
Kamasiah , A.B., Rabba P, Tomera, A.N. & Zurub, A.R. (1988) Jordanian and Masaysian science teacher’s
prominent perceived professional needs: A comparison Journal of Research in science Teaching, 25
(3) 170-182
Kamisah, O., Lilia, H.& Subahan, M.M (2006) What Malaysian science Teachers Needs to imp[rove their
science instruction: A comparison across gender school location and Area of specialization Eurasia
Journal of mathematics, science and technology Education, 2, (2) 58-80
Kamisah. O. Lilia, H. and Subahan, M.M. (2006). What Malaysian Science Teachers Need To Improve Their
Science Instruction,: A Comparison Across, Gender School Location and Area of Specialization.
Eurasia journal of Mathematics Science and Technology Education. 2.2 July 2006 or ww.ejmste.com.
Kaufman, R. (1972). Education System Planning Englewood Cliffs NJ. : Educational Technology Publications.
Kaufman, R. (1994). A Need Assessment aucht. Performance and Instruction, 2 (33).
Lawal, R.A. (1995). The Role of Supervisors and Inspectors in Improving Educational in Language. Art
Institute journal of Studies in Education 1 (3), 18-19.
Loucks-Horsley, S.. Hewson, P.W, Love , N, & Steles, K (1998) Designing professional Development for
Teachers of Science and Mathematics Califorma: Corwin Press, Inc.
Masunabum , M.A (1992). Education for Academic Excellence: What Professional competencies do senior
secondary school Biology Teacher Needs? A paper presented at the first alvanan International
Conference on Education and Research hold at the Alvan Ikoku college of Education, Owerri Nigeria 913 August.
Okunloye, R.W. (2004) Teaching as a profession in Nigeria: Problems and prospects. In Fundamental
Principle& practice of Instruction. Department of science Education and Educational Technology:
University of Ilorin.
Parkinson, J. (2004). Improving secondary Science Teaching London: Rouledge Palmer.
Roberts, G.T., Dooley E.K, Harlin F., Murphrey, P.T. (2006). Competencies and Traits of successful
Agricultural science Teachers: Journal of Career and Technical Education: 22 (2) 1-11.
Roberts, T.G. AND Dyner, J.E. (2004) Characteristics of Effective Agriculture Teacher Education 45 (4) 82-95.
Rodger, W.B. (2002) Science Inquiry student learning. Arlington, Virginia: NSTA Press.
Rubba, R. (1981) Chemistry Teachers In-service Needs Are they unique? Journal of chemical Education 58 (5):
430- 431
State of Delaware High school science Summary, 2002 http://www.rbs.org/mathsci/de/needs.
Subaham, M.M Lilia, H., Khalijah, M.SB& Rulijan M. I (2001)IRPA Report: Non-option physics teachers
preparation for better teaching.
Swergert, R.L & Kase, D.H (1971). Assessing students needs using ESCO model Paper presented at the Annual
meeting of the American Educational Research Association (AERA) New York City Tallhassee Fl:
Association for international Research.
23
11. Developing Country Studies
ISSN 2224-607X (Paper) ISSN 2225-0565 (Online)
Vol.3, No.9, 2013
www.iiste.org
Triner, D., Greenberry, A & Watkins, R. (1996) . Training needs assessment: A Contradiction in terms.
Educational Technology 10,28, 51-55
Ugbanga, J.N and Egbunomu, R.N (2008). The Rope and Bead Model: the Ultimate Approach in Teaching Food
Web for sustainable Development. Science Teachers Association of Nigeria (STAN) Biology Panel
Series Jos: Akins Press and Services 91-98.
Umar, Z.H. and Adedokum, B.A (2006). Improvisation of Resource Materials. A TRAINING Manuals on
Capacity Building for small school Rural Teachers. Directorate of Consultancy and Commercial
Service, Federal College of Education.
Witkins, B.R. (1984). Assessing Needs in Educational and social programmes San Francisco CA: Jossey- Bass
Publishers.
Zurub, A.R. and Rubba, P.A. : (1983). Development and validation of an inventory to assess science teachers
needs in developing countries Journal of Research in Science. Teaching 20 (9) 867-873.
24
12. This academic article was published by The International Institute for Science,
Technology and Education (IISTE). The IISTE is a pioneer in the Open Access
Publishing service based in the U.S. and Europe. The aim of the institute is
Accelerating Global Knowledge Sharing.
More information about the publisher can be found in the IISTE’s homepage:
http://www.iiste.org
CALL FOR JOURNAL PAPERS
The IISTE is currently hosting more than 30 peer-reviewed academic journals and
collaborating with academic institutions around the world. There’s no deadline for
submission. Prospective authors of IISTE journals can find the submission
instruction on the following page: http://www.iiste.org/journals/
The IISTE
editorial team promises to the review and publish all the qualified submissions in a
fast manner. All the journals articles are available online to the readers all over the
world without financial, legal, or technical barriers other than those inseparable from
gaining access to the internet itself. Printed version of the journals is also available
upon request of readers and authors.
MORE RESOURCES
Book publication information: http://www.iiste.org/book/
Recent conferences: http://www.iiste.org/conference/
IISTE Knowledge Sharing Partners
EBSCO, Index Copernicus, Ulrich's Periodicals Directory, JournalTOCS, PKP Open
Archives Harvester, Bielefeld Academic Search Engine, Elektronische
Zeitschriftenbibliothek EZB, Open J-Gate, OCLC WorldCat, Universe Digtial
Library , NewJour, Google Scholar