CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
Science is the bedrock upon which the bulk of present day technological breakthrough is built. Today, nation all over the world, including Nigeria, are striving hard to develop scientifically and technologically, since the world is becoming scientific and all proper functioning of lives depends greatly on science. Science education is an important tool for national growth and development. The economic and political strength of a nation is always assessed in terms of her achievement in science and technology (Anderson, 2002).
Basic Science, formerly known as Integrated Science, is a subject taught in Lower, middle and upper Basic Education levels i.e. primary and junior secondary schools. It has occupied a very important position in the school curriculum and is made a core subject .In fact, there is so much emphasis on science, and science related subjects at all levels of education emphasizing the need for scientific thinking and application among the students, in which Basic Science is the foundation. Science education plays a vital role in the lives of individuals and the development of a nation scientifically and technologically (Anderson, 2002).
It is widely and generally acknowledged that the gateway to survival of a nation is through science education. It has been a prerequisite subject for offering most science oriented courses in the senior secondary schools and tertiary institutions and this calls for the need in teaching it effectively. In order to make our citizens show interest in science education, Nigerian government came up with a policy that 60% of the students seeking admission into the nations universities, polytechnics and colleges of education should be admitted for science oriented courses, while 40% of the students should be considered for arts and social science courses (Asikhia, 2010).
The Nigerian integrated science project has been concerned with improving science at the junior secondary level in the country .It presents science as the process of interpretation, manipulation and control of pupils environment. Now called Basic Science, the subject is now taught in primary and junior secondary schools (JSS) in Nigeria following the Universal Basic Education Scheme (UBE) launched in 1999 due to the change in educational system i.e. from 6-3-3-4 to 9-3-4 system. The Nigeria Integrated Science project books have been revised and now cover the three years of junior secondary school (Ezegbe, & Nwaubani, 2009).
Basic Science is one of the core subjects at the junior secondary school in the Universal Basic Education (UBE) Scheme. According to FRN (2013), the basic education which shall be 9 years duration comprising of six years of primary and three years of junior secondary education shall be free and compulsory. Based on the National Policy on Education (FRN 2013), the teaching of Basic science from the pre- secondary (lower basic) to the junior secondary school (upper basic) levels is intended to achieve the following aims and objectives which are: To Inculcate in the learners the spirit of inquiry and creativity through exploration of nature and local environment by observation; Laying sound basic foundation for scientific innovation and reflective thinking; To develop in the child the ability to adapt to the child changing environment through Basic Science process skills; including observation, manipulating, classifying, communicating, inferring, hypotheses, interpreting data and formulating models; Functional knowledge of science concept and principles to Explain simple and natural phenomena and to provide the child with basic tools for further educational advancement including preparation for trades and craft of the locality. Develop self-confidence and self –reliance through problems solving activities in science. From the above guiding principles, Basic Science course is to be taught beginning with the understanding of the meaning of science and how the scientists work, since it is an activity- oriented programme Ezema, & Ekere, 2008).
The poor academic performance of students in Basic Science in junior secondary is attributed to many factors such as the constant use of the lecture teaching methods, poor laboratory facilities, poor retention ability of students, inadequate number of learning facilities in managing large classes among others (Iweka, 2006). Although teaching materials or instructional materials could facilitate meaningful learning in Basic Science, it is rarely used, whereas this method is considered as a method of teaching for improving cognition. A good deal of expected learning outcomes cannot be realized in Basic Science at upper Basic Schools as a result of non-availability of teaching materials as well as lack of effective utilization of appropriate teaching materials (Maduabum, 1995). There has been poor performance of Basic Science students in Junior Secondary School Certificate Examination (JSCE). The Basic Science chief examiners reports have in recent years indicated a steady decline in candidate performance in Basic Science at JSCE, 2013.