INNOVATIONS IN SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION IN NIGERIA by Ebele C. Okigbo, Nneka R. Nnorom, Ernest O. Onwukwe (the ebook reader .txt) 📖

into such professions as medicine, pharmacy, agriculture and nursing. Continuing, he observed that as a core subject in secondary school curriculum, it may be the terminal point of science course for most secondary school students who may not wish to continue the study of science at a higher level. Johnson (2005) equally observed that a sound theoretical and practical knowledge of biology is very necessary for the proper management of our natural resources and maintenance of good healthy living habits. Therefore, one can emphatically state that by the virtue of the importance of biology as a secondary school subject, there is need for effective teaching and learning of this subject. Notwithstanding, the importance of biology, it appears that the students learning outcome in biology has not been very encouraging over the years (Maduabum, 2004).

Many researchers have reported students’ apparent lack of interest and motivation to learn biology on the part of the students (Oshokoya, 2005 & Odubumni, 2006) and Ogunleye (2006) asserted that for some years, the percentage of students who obtained a credit pass in biology at the West African Secondary School Certificate Examination (WASSCE) in Nigeria has been very low and their performance is poor. Supporting this assertion, Egbunonu and Ugbaja (2011) presented the analysis of students’ average performance in WASSCE in biology from 2000 - 2005 which revealed that only 30.29% of the students passed at distinction and credit level (grades A1 – C6), 29.89% of the students, performed at pass level grades (P7 - P8) while 38.31% of the students failed (F9). Similarly, the Chief Examiner’s general comments on WASSCE Biology from 2007 to 2010 reported inter-alia that the may/June 2007 candidate’s performance was poor with a mean score of 20 and standard deviation of 11.45. Also in 2008, the same poor performance was observed with a mean score of 18 and a standard deviation of 10.10. In 2009, he described the performance of candidates as being slightly poorer than that of the previous years with a mean score of 21 and standard deviation of 08.84

In 2010 to 2017, Chief Examiner’s also made a similar remark that the candidates performance continued to be poorer with a mean score of 18 and standard deviations of 08.06. Furthermore, WASSCE Chief Examiner’s attributed it to teacher’s inability to make science subject more practical-oriented and advised that “classroom teachers should make conscious effort to make the teaching of science subjects practical - based in order to enhance students understanding and interest” These results are however not encouraging. Researchers (Ibe & Nwosu 2003, Ogunleye 2006, Ugwu, 2008) have also attributed the poor performance of students in biology to ineffective teaching methods adopted by most biology teachers and poor attitude of biology students towards the learning of biology

Based on these findings, researchers have in recent times focused their research efforts on strategies that will enhance the teaching and learning of biology. Nowadays, researchers have shifted their emphasis from the conventional methods that are teacher-centered, which encourages note memorization of facts to methods that are learner-centered, involving hands-on, minds-on science activities. Nwamaradi (2007) saw the conventional teaching methods as those teaching approaches whereby teachers communicate their ideas to learners by direct verbal discourse. These include lecture method, discussions, demonstrations and so on. These are the teacher centered-instructional approaches. According to him, many secondary school teachers use these methods which encouraged note learning of facts involving transmission of knowledge by the teacher to passive students. In effect, the students are seen as empty vessels into which knowledge is poured. The common conventional/lecture method of teaching does not encourage learners to learn and practice on their own, therefore, the retention of concepts are minimal to an unsatisfactory level, unlike teaching through the means of using ICT and ICT devices to teach basic subject concepts (Ruthven, 2012). Presently in Nigeria, biology teachers at secondary school level still retain the old conservative teaching approach, with the teacher acting as the repertoire of knowledge, and the students, the dominant recipients. Traditionally, educational practices no longer provide students with all the necessary skills to survive economically in today’s workplace.

Biology covers a broad area, and it needs a concrete sensory experience, through activities carried out in the learning process. Information and Communication Technological devices (ICTs) can go a long way in providing these concrete sensory experiences. Students tend to understand the subject better when these technological devices are used than when method of teaching with chalkboard or lecture method is employed (Gachago & Mafote, 2007). Valcke and Van Braak (2008) reported that ICT helps to reduce the level of abstraction in the subject matter. Hence, there is wide application in the instructional delivery of science concepts. Information and Communication Technology (ICT) in instructional delivery is influencing the nature of learning and the production of knowledge, transforming the globe in unprecedented trend (Holloway, 2003). This has facilitated the paradigm shift from the traditional instructional material or traditional pedagogical methods to a more modern and innovative technological based teaching and learning methods (Gachago & Mafote, 2007).

As new concepts of learning have evolved, teachers are expected to facilitate learning and make it more meaningful to individual learners rather than just providing abstract knowledge and skills (Valcke & Van Braak, 2008). Nonetheless, most science subject teachers including Biology teachers at the secondary school level observably have not embraced this innovative technology-based instructional medium. The use of Information and Communication Technological devices (ICTs) for teaching biology will enable the creation of new and effective learning environment which may quicken the pace of learning by students.

 

Information and Communication Technology (ICT) means different things to different educators and researchers. ICT in education can be understood as the application of digital equipment to all aspects of teaching and learning (Herbert, 2006). Obanya (2002) views ICT as a broad concept that has to do with the harnessing of the process, methods and the product of electronic and communication related technologies for enhancing the availability, spread and efficiency of a set of programmed activities geared towards the achievement of clearly defined goals. Information and Communication Technology (ICT) is the use of computer and telecommunication facilities to store and retrieve information from various sources, generate and transfer ideas and also impact knowledge to recipients.  Furthermore, Okekeokosisi (2015) poses that information and communication technology (ICT) as an electronic based system of information transmission, reception, processing and retrieval, which has drastically changed the way we live and the environment in which we live. Such electronic based system includes computers (software and hardware), networking, telephone, video, multimedia and internet. The application and use of these devices convert information, text messages, sounds and motion to common digital forms. This informs the need for more application of ICT in educational processes. In this age of ICT, there is a growing concern for the use of ICT resources such as the computer, scanner, printer, intranet, internet, e-mail, videophone systems, teleconferencing devices, wireless application protocols (WAP) in education.

 

The use of information and communication Technologies have the potential of enhancing instruction across the curriculum by providing opportunities for effective communication between teachers and students (Mseet & Moorji, 2001). Halpin (2002) confirmed that ICT enhance students’ understanding of concepts which translated into expansion of knowledge and improved examination outcome. According to Robinso and Latchem (2003), modern developments of innovative technologies have provided new possibilities for teaching profession, but at the same time have placed more demands on teachers to learn how to use these new technologies in their teaching. Olakulehin (2007) affirmed that the use of ICT in teaching is a relevant and functional way of providing education to learners that will assist in imbibing in them the required capacity for the world of work.

 

The potential of each technology varies according to how it is used. Haddad and Draxler (2012) identified at least five levels of technology used in education: presentation, demonstration, drill and practice, interaction and collaboration. Different ICT devices such as printers, audio/video cassettes, radio and TV broadcasts, computers or the internet, maybe used for presentation and demonstration and it is the most basic of the five levels. Except for video technologies, drill and practice may likewise be performed using the whole range of technologies. On the other hand, networked computers and the internet are the ICT devices that enable interactive and collaborative learning best, their full potential as educational tools will remain unrealized if they are used merely for presentation or demonstrations.

 

ICT may also make complex processes easier to understand through simulations. Thus, ICT may function as a facilitator of active learning and higher-order thinking (Alexander, 2009). Several research studies have revealed other potential benefits from the use of ICT in science teaching and learning. Such benefits include: increase student’s motivation to learn, facilitates clearer thinking, improves interpretation of skills with data, expands the pedagogical resources available to science teachers and encourages communication and collaboration in research activities (Osborne & Collins, 2000). Kelleher (2000) from the review of resent developments in the use of ICT in science classrooms found that ICT has positive influence in science classrooms for deeper understanding of the principles and concepts of science and provides new authentic, interesting, motivating and successful educational activities. A good example is seen in the use of computer, projector and an educational disc of simulated biology concepts, to explain a simple concept of food digestion in the human body or system. Students tend to understand the concept better than when the traditional method of teaching is used.

 

Several studies argued that the use of new technologies in the classrooms is essential for providing opportunities for students to learn to operate in new information age. It is evident as Yelland (2001) argued that traditional educational environments alone do not seem to be suitable for preparing learners to function effectively in the workplaces of today's society. She argued that organizations that do not incorporate the use of new technologies in schools today cannot seriously claim to prepare their students for life in the twenty-first century. ICT is thus a teaching tool that improves the quality of secondary school students’ education and support teachers work inside and beyond the classroom. Therefore, no meaningful progress will be made in educational sector without adjusting to scientific innovations and discoveries. The view is supported by Wheeler (2001) whose findings indicated that the use of ICT will not only enhance learning environments but also prepare next generation for further lives and carriers. These accrued benefits of ICT in its use in the educational sector is acknowledged in many nations of the world as seen in the reformatory efforts of the countries of the world to integrate ICT in their educational process.

 

Nigeria has recognized that her educational system has deteriorated. In order to address this undesirable situation, she has embarked on a reform of the entire educational system in order to provide not only access, but also to provide high quality of education in the country. Thus, the role of ICT in curriculum implementation is recognized by the Nigeria National Policy on Education (FRN, 2013) where it stated that, “the government shall provide facilities and necessary infrastructures for the promotion of ICT”.

 

In line with the achievement of the Millennium Development Goals (MDGs) as stipulated by all the 192 United Nations, The Governor of Anambra State in 2013 distributed 22,500 laptops and 1,400 printers worth N2.65 billion to secondary schools in the state. The laptops had in-built national curriculum in all the subjects and had internet connectivity (Punch Newspaper ,November 12 ,2013 p: 6). Also, in a bid to improve ICT studies in Nigeria, WECO Engineering and Construction Company Limited at Port Harcourt, River State donated several computers to some secondary schools in Anambra State. According to the Chief Executive Officer, Obinna Ekonwa, the systems were already preloaded with necessary application, and with uninterrupted power supply.

 

A close look into technology use in our school system, even when ICT facilities are available, shows that teachers do not make use of these tools. Sanusi (2008) remarked that there is still a long way to go before secondary