Assessing The Learning Difficulties In The Basic Science In Secondary Schools In Anambra State

Abstract

The study aimed at assessing the learning difficulties the basic science in secondary schools in Anambra state, causes of the difficulties and way out of the difficulties. Three research questions guided the study and the design of the study was survey design. A total of two hundred and eighty-five (285) junior secondary students selected through stratified and simple random sampling techniques from all the junior secondary schools in Nnewi and Onitsha education zones formed sample of the study. Instrument used for data collection was well structured and validated questionnaire comprising of 20 multiple choice items. Reliability of the instrument was determined using Pearson Product Correlation Coefficient which gave reliability coefficient of.72. Data collected were analysed using mean and standard deviation. Findings of the study revealed that among the learning difficulties students experience in basic science is that they cannot relate class work in basic science with real life and thus cannot apply science principles in a variety of context. Also, findings revealed that teaching method used by the teacher is a contributory factor in students' learning difficulties in basic science. It indicated that teachers' use of students-centred and activity-oriented instructional strategies can help in reducing the learning difficulties. Based on these findings, it was recommended among others, that government should engage the services of experienced and qualified basic science teachers to handle the subject in schools.