Chapter One
1.1 Background of the Study ..............................................................................
1.2 Statement of the Problem .............................................................................
1.3 Purpose of the Study ...................................................................................
1.4 Objectives of the Study ................................................................................
1.5 Research Questions .......................................................................................
1.6 Significance of the Study ..............................................................................
1.7 Scope of the Study ........................................................................................
1.8 Limitation of the Study ................................................................................
1.9 Definition of Significant Terms ....................................................................
Chapter Two:
Literature Review ...............................................................................................
2.1 Introduction ...................................................................................................
2.2 Factors Influencing Students’ Choice of Science Subjects ..........................
2.2.1 Perception of the Value of the Subject .....................................................
2.2.2 The Influence of the Subject Teacher on Students’ Choices of Science
Subjects .......................................................................................................
2.2.3 The Influence of Gender-Difference on Students’ Choices of Science Subjects In Secondary Schools ........................................................................
2.2.4 Role of Parents and Teachers in Students’ Choices of Science Subjects in Secondary Schools......................................................................................
2.3 Summary And Gaps ..............................................................................
2.4 Conceptual Framework .........................................................................
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction............................................................................................
3.2 Research Design.....................................................................................
3.3 Target Population ..................................................................................
3.4 Sampling Design and Procedure ...........................................................
3.5 Data Collection Technique ...................................................................
3.6 Data Analysis and presentation. ...........................................................
CHAPTER FOUR
DATA ANALYSIS AND INTERPRETATION ........................................
4.1Data Analysis..........................................................................................
4.1 Response Rate ........................................................................................
4.2 General Information ..............................................................................
4.3 Students’ Perception on Science Subject .............................................
4.4 Value of the Science Subject ................................................................
4.5 Influence of the Subject Teacher ...........................................................
4.6 Role of Parents and Teachers ................................................................
CHAPTER FIVE
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
5.1 Summary of the findings .......................................................................42
5.2 Conclusions .......................................................................................... 43
5.4 Recommendations .................................................................................44
Bibliography
Appendix
LIST OF TABLES
Table 4. 1: Age of the students ........................................................
Table 4. 2: Class of the students ..........................................................
Table 4. 3: Marks attained in the WAECexams .....................................
Table 4. 4: Science subject the teachers teach ..........................................
Table 4. 5: Teachers’ level of education ...................................................
Table 4. 6: If the three science subjects were done in the School .......................
Table 4. 7: Students’ attitude towards the science subjects as rated by students................
Table 4. 8: Students’ attitude towards the science subjects as rated by teachers .........
Table 4. 9: If science subjects were competitive in the job market .................
Table 4. 10: Career choice of the students .............................................
Table 4. 11: If there were enough science facilities in the school ............
Table 4. 12: Students’ level of satisfaction on teacher’s methodology of handling the subject ...
Table 4. 13: How students perform in science subjects ...............................
Table 4.14: Whether parents influenced choice of science subjects .................
Table 4. 15: Whether the school had a career counselor .....................................
Table 4. 16: If the school forced students to do certain science subjects ..............
ABSTRACT
Students in Enugu’s secondary schools have been often faced with the problem of indecision when they are about to choose the science subjects in their third term of the secondary school education. With good background, students still need to develop themselves on the subject areas they are keenly interested in and particularly that they have potentiality for. The overall aim of this research was to gain a deeper understanding of the factors influencing the choice of science subjects in senior secondary education schools, a case study ofGirls Secondary School Awkunanaw, Enugu State.The study would be of great significance to the school management because it would help the management fraternity in understanding the factors affecting the choice of science subjects. The study adopted a descriptive survey design. The population for this study was all students inGirls Secondary School Awkunanaw, Enugu State. Sample size of 11 teachers and 150 students was drawn from the teachers and the students from Senior secondary one to senior secondary three (SS 1 – SS 3). Primary data was collected by use of a questionnaire. The study generated both qualitative and quantitative data. Quantitative data was coded and entered into Statistical Packages for Social Scientists (SPSS Version 17.0) and analyzed using descriptive statistics. Qualitative data was analyzed based on the content matter of the responses. The study found that that the school encouraged students to take up science subjects. Science subjects were competitive in the job market. Students had developed a career path that they strived to achieve/attain in life. The study revealed that the teacher influenced the subject choice. The study found that gender did not influence choice of subject. Teachers influenced choice of science subjects’. The study concludes that when students are allowed to choose which classes to enroll in increased motivation and independence which in turn increased a student's performance. Students had developed a career path that they strived to achieve/attain in life. A student's attitude about a teacher has a largeimpact on their attitude toward a class. Different perceptions men and women have in regards to their ability and competency in those certain classes influenced choice of subject. School has a great role to play in influencing students’ choice of science subjects. The study recommends students to have good attitude towards science subjects. They need to consider their interests, personal academic goals while choosing subjects. Competent and qualified teachers should teach science subjects. Science teachers should strive to be enthusiastic, well spoken, knowledgeable, caring, and helpful. Gender differences should be discouraged amongst students. Women should be encouraged to change their perceptions in regards to their ability and competency. Parents need to help students when making their study choices. The school should support subjects and careers decision making.
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Science is recognized widely as being of great importance internationally both for economic well-being of nations and because of the need for scientifically literate citizens (Fraser and Walberg, 1995). Knowledge of science and technology is therefore a requirement in all countries and all people globally due to the many challenges that are facing them. These challenges include emergences of new drug resistant diseases, effects of genetic experimentation and engineering, ecological impact of modern technology, dangers of nuclear war and explosions and global warming among others (Alsop & Hicks, 2001). As a result there are rapid changes taking place in industry, communication, agriculture, and medicine. Science as an instrument of development plays a dominant role in bringing about these changes by advancing technological development, promoting national wealth, improving health and industrialization (Validya, 2003). Weham, Dorlin, Snell and Taylor (1984) emphasized that sciences are and will remain the fundamental subjects through the ages. Statistics on locally trends in science subjects selection in 36 States shows that in Nigeria, among fourth graders in 2007, males continued to prefer science subjects to females in where males scored significantly higher overall than females in science (Mullis, Martin and Foy, 2008). An assessment carried by State School Board revealed that males preferred sciences subjects to females. Females at all levels made relatively little gains in their average science scores since 1996. In most cases, the areas of largest male advantage were physics, chemistry, earth science and space science (Kahle and Meece, 1994). In the final year of secondary school, males had a significantly higher achievement in scientific literacy than females in all participating countries (European Union Report, 2009).
In Girls Secondary School,Awkunanaw, Enugu in the second year of studies (SS 2), students choose to study at least two science subjects from biology, physics and chemistry and are assessed at the end of the fifth year. The choice of which science subject to study in SS1 to SS3 has been an issue to many of students; an issue that have since received varied interpretation among the students themselves and the various stakeholders in the education fraternity. Studies have revealed that most students will prefer chemistry and biology when allowed to choose science subjects (Waititu, 2004). Moreover, female student have been noted to shy away from physics and chemistry citing the reason being the tedious mathematical calculations involved in such subjects (Murithi, 1996) Implementing Vision 2030 will require more knowledge based skills. This calls for more training in science and technological related courses. If secondary school graduates are not realizing the required grades in order to enroll in such courses, the vision remains just a mirage. There must therefore be concerted effort among all stakeholders to address the problem of deplorable choice and performance in science subjects.
1.2 Statement of the Problem
Students in Nigeria’s secondary schools have been often faced with the problem of indecision when they are about to choose the science subjects in their third form of the secondary school education.This problem has plagued many Nigeria’s secondary school students for quite sometimes. It is such a problem that must be looked into, knowing fully well that the place of sciences in secondary education cannot be overemphasized in the educational development of a nation. With good background, students still need to develop themselves on the subject areas they are keenly interested in and particularly that they have potentially
for. Many students have been found choosing subjects for Nigeria Certificate Secondary Examination without considering the aspect of their potentiality and the directive of the school counselor where available.
In Nigeria, secondary school ends with the West AfricaExaminationCertificate (WAEC). Students are expected to take two science subjects drawn from the cluster of Chemistry, Biology and Physics. However, most schools treat Biology and Chemistry as compulsory science subjects which must be taken by all the candidates. It is very important for students to be proficient in these subjects because they play an important role in career choices and professional development.
Dismal performance in the sciences limits individuals opportunities in competitive professional courses that are science oriented. Furthermore, Nigeria’s vision 2030 initiative aims at making the country a newly industrializing middle income country providing high quality life for all its citizens. The realization of this vision calls for the harnessing of the science ability of both men and women in the country so that they can contribute to nation building. However, this vision is not about to be realized for as long as students continue to underachieve in subjects that determine their placement in science oriented fields which are expected to spur industrialization. It is against this background that this study seeks to establish the factors that influence the choice of science subjects in Secondary Schools.
1.3 Purpose of the Study.
The overall aim of this research was to gain a deeper understanding of the factors influencing the choice of science subjects in secondary education schools, a case study of Girls Secondary School,Awkunanaw, Enugu. The researcher sought to analyze the effects of perception of the value of the science subjects on students choices of subjects in Girls Secondar
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