Teachers are individuals trained to possess the technical know-how and the elements of what it takes to inculcate the expected national education goals through various curriculum subjects at various levels of education. The ability of these teachers to produce graduates with the expected goals indicates teacher's productivity or effectiveness. Majority of secondary education graduates in Nigeria and other third world-nations do not adequately manifest the expected goals of secondary education and national education goals at large. This ugly situation negates the current emphasis on achieving quality science and technology driven economy in the nation. The study therefore examined issues in managing Science Teachers' productivity challenges for quality science education in Anambra State of Nigeria. Descriptive survey design was adopted for the study. Three research questions guided the study. A sample size of 708 science teachers (i.e. 342 Biology, 218 Chemistry, 113 Physics and 35 Basic science teachers), were selected through proportionate stratified sampling. A thirty-item-researchers-made questionnaire built on a 4 point scale was used for data collection. Mean and grand mean were used to answer the research questions. Findings revealed a low extent provision of supportive services for enhancement of teachers productivity in implementing science education reforms. Eight strategies for enhancing science teachers productivity were identified. Based on the findings, sponsoring science teachers to conferences on education reforms and challenges to teachers productivity by ministry of education and corporate organizations were recommended.
The study invested teachers' perception of gender mainstreaming as a strategy for closing the gender gap in S&T classrooms. The study was carried out in Enugu education zone of Enugu State. The population of the study comprised a total of 397 teachers teaching Physics, Chemistry, Biology, Basic Science and Basic Technology in the zone. A sample of 150 teachers was drawn from all the co-educational secondary schools in the zone using stratified random sampling technique. The instrument for data collection was a structured questionnaire developed by the researchers. It was face the content validated by two experts in S&T education and one expert in measurement and evaluation. The reliability coefficient was determined to 0.81 using cronbach alpha coefficient three research questions which guided the study were answered using means, standard deviation and variance. The findings of the study revealed that; gender-related unethical ideologies and practices exist in S&T classrooms; even though teachers are aware that gender gap in S&T can be narrowed down by mainstreaming gender in S&T classrooms, teachers do not presentation of lessons.
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