The Impact of Indigenous Practices on Senior Secondary School Students’ Achievement in Chemistry
Chapter One
Objectives of the study
The main objective of this study, therefore, was to examine the impact of indigenous practices on senior secondary school students’ achievement in chemistry. Specifically, the study intended to:
- Examine the mean achievement scores of students taught chemistry with integration of indigenous knowledge and practices and those taught without.
- Examine the impact of gender on the academic achievement of chemistry students taught with integration of Indigenous knowledge and practices; and
- Assess the Interaction effect of method and gender on the academic achievement of students in chemistry.
CHAPTER TWO
LITERATURE REVIEW
Introduction
This study investigated the impact of indigenous practices on senior secondary school students achievement in chemistry in Uyo, Akwa Ibom state, Nigeria.
Teaching of Basic Science
Science has been defined as a human endeavor which man uses to explore the environment for his betterment. It is the basis of today’s technological advancements. Science plays a vital role in the lives of individuals and the development of a nation scientifically and technologically (Alebiosu & Ifamuyiwa, 2008). It is widely and generally acknowledged that the gateway to the survival of a nation scientifically and technologically is scientific literacy which can only be achieved through science education (FRN, 2013). For this, Fafunwa in Peni (2001) vividly captured the position of science in every society when he says “we are living in a world where science and technology have become an integral part of the world’s culture and any country that overlooks this significant truism, does so at its own peril”.
Conventionally, the principles of science are usually employed in everyday activity among all communities (Obidi, 2005). These principles are inform of cultural practices like feeding, transportation, cooking, selection of bride, selection of viable seeds for the next planting season, catapulting, etc (Peni, 2007). However, in African society in general and Nigerian society in particular, the practices were employed to solve problems by individuals but the exploration of the scientific principle that underlie the practice were never explored. This created some intellectual „bankrupsy‟ among Africans. The need to change this situation prompted the inclusion of science into the school curriculum.
The history of science teaching in Nigeria dated back to 1867. It was introduced as Nature Study and Hygiene. Later, it metamorphosed into Biology,
Chemistry and Physics. Consequently, the Science Teachers’ Association of Nigeria in 1970 muted the idea of the Nigeria Integrated Science Project (NISP); a step towards presenting science to the child, reflecting the culture and tradition of Nigerians. Oludipe (2012) quoting the Federal Ministry of Education (1981) observed that the principal reasons why the Nigerian government started the Basic/Integrated Science
Project were to:
- provide students with sound basis for continuing education;
- enhance the scientific literacy of the citizenry;
- enable students to understand their environment in its totality rather than in fragments;
- enable students to have general view of the world of science;
- as the processes of science serve as unifying factor for the various science subjects, it is necessary for the learners to know these processes through integrated approach of learning science.
In 1999, the Federal Government of Nigeria, under the Obasanjo Administration Launched the Universal Basic Education (UBE) in Zamfara State (Daudu, 2000). It was legalized by the Compulsory Free Universal Basic Education Act of 2004. UBE derives it justification from the 1999 constitution of the Federal Republic of Nigeria 5.18 (1) which says that;‟ government shall direct its policy towards ensuring that there are equal and adequate educational opportunities at all levels‟; and in Section 18 (3) of the constitution among other things says…‟ that government shall; as and when practicable provide: Free, compulsory and universal primary education, Free secondary education.‟
The UBE as a reform programme in the 6-3-3-4 system of education among other things lays emphasis on curriculum review to make it relevant to National development in line with the global and national demand of this era (Dung and Udofia, 2010). Such curricula review they argued, should meet the diverse needs of all citizens. Thus the curricular materials were restructured and Basic Science replaced Integrated Science in 2008 (Igwokwe, 2015).
Dung and Udofia (2010) observed that one of the cardinal precautions in the production of the Basic Science curriculum was to ensure continuity, in relevant themes of the Basic Science that should be maintained in the curriculum. Basic Science is science presented to the child such that, the child gains; the concept of the fundamental unity of science, the commonality of approach to problem of a scientific nature and an understanding of the role and function of science in everyday life, as well as the world in which he/she lives (NCCE, 2012). Basic Science involves the basic training in scientific skills requirement for human survival, sustainable development and societal transformation (Dung & Udofia, 2010). Thus the themes of Basic Science reflect the relationship of the learner with component concepts to be learnt and his environment. For example: „You and Technology‟. This was designed to, exposed students to developing science and technological skills which will assist them make informed decisions, develop survival strategies and learn to contribute and live qualitatively in the global community (Dung & Udofia, 2010).
CHAPTER THREE
RESEARCH METHODOLOGY
Research Design
The study adopted the quasi experimental research design that specifically used pre-test, posttestnon-equivalent control group design. This design allows maximum control of extraneous variable (Nworgu, 2006). The use of the design was anchored on the fact that intact classes that are not equivalent were used.
Sources of Data
The data for this study were generated from two main sources; Primary sources and secondary sources. The primary sources include questionnaire, interviews and observation. The secondary sources include journals, bulletins, textbooks and the internet.
Population of the study
A study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitute of individuals or elements that are homogeneous in description (Prince Udoyen: 2019). In this study the study population constitute public senior secondary schools in Uyo metropolis of Akwa Ibom state, Nigeria.
CHAPTER FOUR
RESULTS AND DISCUSSION
Results
CHAPTER FIVE
CONCLUSION AND RECOMMENDATIONS
Conclusion
From the findings of the study, the researcher drew the following conclusion:
- Integration of indigenous knowledge and practices into chemistry teaching enhances the understanding of chemistry concepts and hence enhances students’ achievement in the subject.
- There is no statistically significant difference between the academic achievement of male and female chemistry students that are taught with integration of indigenous knowledge and practices although the male students tend to perform better than the female students that are taught chemistry with the integration of indigenous knowledge and practices.
- There is no significant interaction effect between the teaching approaches and gender of the students on achievement in chemistry considering the fact that both male and female students showed improved performance with integration of indigenous knowledge and practices than with conventional method.
Recommendations
Based on the findings of this study, the researcher recommends that:
- Indigenous knowledge and practices should be integrated into chemistry teaching approaches especially under activities. This will help them to easily grasp the new concepts and enhance understanding and achievement.
- Practical examination in chemistry which is basedon modern science/academic ways of learning should include indigenous knowledge and practices in the society that has chemistry orientation in them.
REFERENCES
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- Fafunwa, A. B. (1990).”New direction for science, technology and mathematics(STM) Education in Nigeriafor the 90’s”. 31st Annual Proceedings of STAN. Benincity.
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