ATTITUDE OF PRIMARY SCHOOL PUPIL TOWARDS LEARNING SCIENCE SUBJECT
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Table of Content
Table of content
REVIEW OF THE RELATED LITERATURE
2.1 History of science in Secondary Education in Nigeria
2.2 Difficult Concepts Perceived by Teachers and Learners
2.3 Causes of Difficulties in the Teaching and Learning of Topics
2.4 Causes of Poor Attitude of Students towards Academic Pursuit
3.1 Design of the study
3.2 Area of the study
3.3 Population of the study
3.4 Sample and Sampling Technique
3.6 Validity of the Instrument
3.7 Administration of the Instrument
3.8 Method of Data Analysis
DATA PRESENTATION AND RESULTS
DISCUSSION OF RESULT, CONCLUSION AND RECOMMENDATIONS
5.1 Discussion of the Research Findings
5.3 Education Implication Finding
5.4 Limitation of the Study
5.6 Suggestion for further Studies
1.1 Background of the Study
Despite the ever-growing importance of science in my daily lives, recent research shows a continuous decline in the number of students who choose to study scientific subjects in high school and to later pursue scientific careers Palmer, D. (2005). While to date only a relatively small body of work has been devoted to assessing the attitudes of primary school students towards the learning of science Neathery, M. F. (1997)., as early as three decades ago researchers showed that age 8-13 is a crucial period in the development of attitudes towards science Osborne, J., & Collins, S. (2001). Further research showed that a positive attitude towards science significantly impacts motivation to learn it, both in school and in other educational frameworks, and that attitudes developed in primary school influence the choices of students later in their life Palmer, D. (2005). This study therefore assesses the attitudes of primary school students towards learning science, attempting both to characterize their science-education experience, and to identify the central components that influence their perception of it. One element it examines in this context is gender, and the manner and extent to which it may influence students’ experience of science, even at such an early age.
1.2 Statement of the Problem
1.3 Purpose of the Study
To examine the attitude of primary pupils towards learning science subject
To examine the effect of instructional materials on the motivation of learning science
To examine factors militating against pupils attitude towards learning science subject
1.4 Research Questions
What is the effect of the attitude of primary pupils towards learning science subject?
What is the effect of availability instructional materials on the motivation of learning science?
What are the factors militating against pupils attitude towards learning science subject?
There is no significant relationship between the attitudes of primary pupils towards learning science subject
There is no significant relationship between instructional materials on the motivation of learning science
There is no significant relationship between factors militating against pupils attitude towards learning science subject
1.6 Significance of the study
The significance of the research work is to contribute to the benefit of the students, by way of proving that attitude towards studies could enhance their academic performance in mathematics and basic science.
It will benefit the teachers, by way of putting up a new attitude to the teaching of mathematics and basic science to enhance the performance of students in mathematics and basic science. It will enable educational planners and policy makers in policies relating to teaching methodology that enhances performance of students in secondary schools. It will also add to the already existing pool of knowledge and serve as a guide for future researchers and the general public to draw there from.
1.7 Scope and Limitation of the Study
The scope of the work covered attitude of primary school pupils towards science subject. One of the limitations of the study is financing which limit the scope into three selected LGAs. Time frame within which the study is to be completed is another limitation of the study.
However, data collected from the field with the instrument is effectively analyzed through descriptive method from which conclusion and recommendations are drawn