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TITLE PAGE
OVERCOMING NIGERIA'S ECONOMIC PROBLEM THROUGH THE INTEGRATION OF STEM EDUCATION PROCESS SKILLS IN PHYSICS TEACHING (A CASE STUDY OF BENUE STATE)
BY
---
--/H2013/01430
DEPARTMENT OF ----
SCHOOL OF ---
INSTITUTE OF ---
DECEMBER,2018
APPROVAL PAGE
This is to certify that the research work, overcoming nigeria's economic problem through the integration of stem education process skills in physics teaching by ---, Reg. No. EE/H2007/01430 submitted in partial fulfillment of the requirement award of a Higher National Diploma on --- has been approved.
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Supervisor Head of Department.
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External Invigilator
DEDICATION
This project is dedicated to Almighty God for his protection, kindness, strength over my life throughout the period and also to my --- for his financial support and moral care towards me.Also to my mentor --- for her academic advice she often gives to me. May Almighty God shield them from the peril of this world and bless their entire endeavour Amen.
ACKNOWLEDGEMENT
The successful completion of this project work could not have been a reality without the encouragement of my --- and other people. My immensely appreciation goes to my humble and able supervisor mr. --- for his kindness in supervising this project.
My warmest gratitude goes to my parents for their moral, spiritual and financial support throughout my study in this institution.
My appreciation goes to some of my lecturers among whom are Mr. ---, and Dr. ---. I also recognize the support of some of the staff of --- among whom are: The General Manager, Deputy General manager, the internal Auditor Mr. --- and the ---. Finally, my appreciation goes to my elder sister ---, my lovely friends mercy ---, ---, --- and many others who were quite helpful.
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An overview on education planning in Nigeria from policy direction and their effects on the development of STEM In Nigeria examined. Government policies on education, roles and impact of government agencies, international organizations and development partners in supporting the policies from beginning to the end were examined. Since quality education is a sure way to guarantee STEM development, different approaches for education quality assessment were examined. It is discovered that an index on which quality assessments relied is either not accorded much significant or not considered. The population of school age children is a sure way of good planning, effective monitoring, and resources mobilization, easy and sustainable assessments of the entire system. The study employed a survey methodology. A sample of 300 including students and teachers was randomly drawn from 150 secondary schools to secure data for this study. The result shows that mindset rather than skills is the major impediment on the side of students and teachers in improving the study of STEM related subjects. The main conclusion is that, improving STEM education in Benue State is a multi-faceted and complex issue. To this end the need to embrace a range of new innovative teaching approaches is paramount. The major recommendation is that relevant stakeholders ie teachers, students and parents should be consciously encouraged to partner and combine informative and persuasive forces to tackle the challenges of STEM education such as facilities, interest, teaching methods via new innovations for the benefit of the state and Nigeria as a whole in enhancing economic development.
TABLE OF CONTENT
COVER PAGE
APPROVAL PAGE
DEDICATION
ACKNOWLEDGEMENT
TABLE OF CONTENT
1.1 INTRODUCTION
1.2 BACKGROUND TO THE STUDY
1.3 PROBLEM STATEMENT
1.4 AIM OF STUDY
1.5 LIMITATION OF STUDY
1.6 SCOPE OF STUDY
1.7 RESEARCH QUESTION
1.8 RESEARCH METHODOLOGY
1.9 PROJECT ORGANISATION
CHAPTER TWO
2.0 LITERATURE REVIEW
2.1 OVER VIEW OF STUDIES
2.2 EFFECTS THE POLICIES STEM DEVELOPMENT
2.3 SOCIO-POLITICAL EFFECTS OF POLICY ON STEM DEVELOPMENT
2.4 CAUSES OF ECONOMIC PROBLEM IN NIGERIA
2.5 ROLES OF STEM EDUCATION PROCESS SKILLS FOR SELF-RELIANCE IN PHYSICS SKILLS TEACHING
2.6 BACKGROUND TO STEM EDUCATION IN NIGERIA
2.7 ISSUES AND CHALLENGES FOR TEACHING AND LEARNING STEM
2.8 THE CONCEPT OF EDUCATIONAL PLANNING
2.9 EMPIRICAL EVIDENCE OF SCIENCE ACHIEVEMENT IN SECONDARY SCHOOLS IN NIGERIA
CHAPTER THREE
3.0 RESEARCH METHODS
3.1 INTRODUCTION
3.2 RESEARCH DESIGN
3.3 POPULATION, SAMPLE AND SAMPLING TECHNIQUES
3.4 RESEARCH INSTRUMENT
3.5 VALIDITY AND RELIABILITY OF THE INSTRUMENT
3.7 PROCEDURE FOR DATA ADMINISTRATION AND COLLECTION
3.8 METHOD OF DATA ANALYSIS
CHAPTER FOUR
RESULT AND DISCUSION
4.1 RESULT
4.2 DISCUSSION
CHAPTER FIVE
5.1 CONCLUSION
5.2 RECOMMENDATIONS
5.3 REFERENCES
CHAPTER ONE
- INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The Nigerian policy of education dates back to 1882 and up till 1942 different ordinances and codes were developed (Alphonsus, 2013; Martins, 2005). The first formal policy dates back to 1914, the year of amalgamation of southern and northern protectorate (Hauwa, 2012). This is reflected on all Nigerian constitutions till date because it creates multi-ethnic, multi-religious society. The first national clear cut defined policy is tagged National policy on education 1977 with focus on self-realization, individual and national efficiency, national unity etc. aimed at achieving social, cultural, economic, political, scientific and technological development (Amaghionyeodiwe et al., 2006). The mandate and comprehensive account of these policies, the law and implementation are discussed in (Alphonsus, 2013; Amakiri et al., 2015; Martins, 2005). The development and stage of educational policies give rise to planning because each of the policies has different components and gestation periods. The question to ask is what constitutes educational planning?
Educational planning can be approach in four different perspectives, social demand, manpower requirement, rate of return and the synthesis (John et al., 1981). Whatever angle planning is viewed, the primary aim is to achieve quality.
United Nation and other international organizations have played different roles in development of standard but the issue of population as criteria for location and sizing of educational infrastructures has not been critically examined. One index frequently used is teacher-student ratio which is faulty in satisfying a growing population. To satisfy this index, all school age children must be given opportunity to go to school. In doing this the population of school age children will determine all other indices to measure quality of education. The out of school children will outgrow the school children which is the reason for any planner to bring population distribution into quality of education so that planning can be holistic rather than political consideration. The initiative of the present past United Nation secretary general Ban-Ki-Moon “Education First” anchored on the mandate of UNESCO and UNICEF point to the need on how to bridge the gap of out of school children (United Nation, 2012). These are primary responsibilities of international organization in the development of education around the globe.
The DFID, USAID, as well as other development partners contribute in one way or another in development of policy, planning and implementation. This is evidence in number of resource centers spread across Nigeria to provide opportunity for scholars to compete globally. These agencies also provide scholarships and support both within and outside. Some of these schemes are Fulbright scholarship of the Commonwealth, African Development Bank, Islamic Development Bank. Locally, some schools have policy of retaining their best graduating student to continue filling their manpower need. Agencies like, Education Trust Fund (Tertiary Education Trust Fund), PTDF and other multinationals float their own education support program. The question still remains, have we achieve the educational aims in terms of quality and quantity despite all the investment towards achieving this. The following are some reasons why this aims still remain a mirage:
- Lack of foundation and understanding of the root cause of the problem
Take STEM as an example, before policies are formulated to address a problem there should be a thorough assessment to know what is to be achieve. In case of STEM, we define national goal, how many children do we train to achieve it, what are the resources available, how to mobilize this resources, procedure for policy assessment, gestation period of the policy, where to utilize the manpower after the whole cycle. In all these initial population of the target audience determine all aspects of the policy formulation, implementation and evaluation. Some agencies train manpower with huge resources in Nigeria but never have a place for them in Nigerian economy, this is a misplaced priority.
- Political interference in the administration of policies
This is as a result of socio-political rivalry in Nigeria, once somebody assumes an office he/she favors the kits, kin and close associates. The political class that should regulate these excesses turns their eye away once they can get their own slot. This denied potential candidate who should benefit from the program.
- Lack of standard in administration of policies
Once the foundation of a problem is known, policy formulated and planning developed all agencies that will work for this policy begin to work in isolation. These lapses are exploited by individuals and they take undue advantage of non-coordination of the implementation agencies. It is a common scenario to see a vote for STEM development being diverted to other use. These are done with impunity and are a great maladministration and corruption. It’s expected that a comprehensive report on all beneficiaries as well as what they achieve and the next line of action should be made public. Training these people with public fund is an indication that every spending should be made public.
- Lack of database that can be used to measure effectiveness of these interventions Database is a tool that will allow coordination and standardization of education and STEM policies in Nigeria. From experience, those with influence in our society use their power to give multiple scholarships to one person. Either these organizations are aware of this is not clear but if there is synergy between these agencies the database will easily allow them to find out multiple beneficiary. On the other hand, these agencies give money and other logistics but never border if the beneficiary actually finished the program sponsored, change program or change course or even change country. Above all, many utilize Nigerian money but never come back to utilize these knowledge for the country that made them. The database will ultimately give the government and other funding partner an indicator to know if the aims of the policy have been achieved.
1.2 PROBLEM STATEMENT
STEM has been an in separable entity from inception of knowledge. The specialization that separates all of them is to make thing easy and broaden opportunity to practitioner. Unfortunately it has robbed the development of innovation. The great scientist did not provide any barrier for themselves. For example, Einstein, Galileo, Newton, Lambert, Fourier, Fermat, Bernoulli, Euler, Lagrange, Gauss, Abel, Hamilton, Liouville, Chebychev, Hermite, Reimann, Poincare are all mathematicians with lots of work in physics, chemistry, botany, astronomy, geodesy, philosophy as well as languages and literature. In (George, 1972), referring to T. S. Eliot as saying, “Someone said; „The dead writers are remote from us because we know so much more than they did.‟ Precisely, and they are that which we know”. If the scientist of the past is what we know, then following their philosophy of all-encompassing knowledge should not be out of place.
STEM development in Nigeria start with teaching of sciences (physics) at the famous CMS Grammar School Lagos in 1859 and various teacher training colleges were established. The Phelps-Stokes Education Commission of 1920 observed the poor quality of science education and their recommendations were used to develop the secondary school curriculum. This development continues until Nigeria got independence in 1960. Science education receives a boost in 1963 when curriculum to support science education was developed by Education Study and Adaptation Centre (CESAC) in conjunction with the Science Teacher Association of Nigeria (STAN). This development brought a new set of textbooks for primary and secondary sciences. The UNICEF/UNESCO in collaboration with some tertiary institution in Nigeria develop a program which lead to the emergence of national education resources development council NERDC (Promise; Ugo et al., 2016). Apart from direct funding by government and international agencies, one organization that is result of stem development in Nigeria is step-b which has spread across Nigeria supporting stem development (Promise). Several policy documents has describe STEM as an engine room for socio-economic development, example of this is vision 202020, (Vision202020, 2009).
In Nigeria, the body responsible for implementation of these policies are many but most significant once are; the Federal Ministry of Education and the National Council of Education. The schools from the primary up to the tertiary institutions play one role or another in the hierarchy of stem development. The foundation of STEM is primary school and in the secondary schools the student begins their journey into different facet of STEM. There are specialized secondary schools for technical education which necessitate setting up of body like, NABTEB. At higher level are the Polytechnics, technical education in both Colleges of Education as well as polytechnics. Courses in basic sciences, medicine and engineering are taught in the universities. Agencies like Federal and state scholarship boards, Tetfund, PTDF for those in conventional education systems while agencies like National Directorate of employment (NDE), Small and Medium Enterprises Development Agency of Nigeria (SMEDAN) are responsible to support artisans who either did not go to school or could not proceed with conventional school or those who finished school but could not be absorb into mainstream employment. The regulatory agencies, National University Commission (NUC), National Board for Technical Education (NBTE), National Commission for Colleges of Education (NCCE), Universal Basic Education (UBE), Nigerian Educational Research Council (NERC) and examination bodies Joint Admission and Matriculation Board (JAMB), WAEC, NECO all have in several way help in achieving Nigeria policy of education and STEM development.
1.3 AIM OF THE STUDY
The main aim of this work is to investigates the use of STEM education at secondary school level can overcome the economic growth of the country.
1.4 LIMITATION OF THE STUDY
The research could not involve all the science teachers because of time and funds. It is suggested that all STEM teachers in Benue State be involved in further research.
1.5 SCOPE OF THE STUDY
Many education systems increasingly recognise the importance of developing students’ skills and understanding for tomorrow’s innovation societies. Catalyst projects explore how innovative pedagogic models supported by technology might help develop student skills and understanding within STEM. This report highlights how the economic problem of Nigeria can be overcome by putting together science, technology, engineering and mathematics (STEM) education to secondary schools. The study explores what to expect from collaboration in a designed network, and, thereafter, sketches lessons for promoting educational innovation through collaboration and thereby promoting our economy.
1.6 RESEARCH QUESTION
- What are the challenges facing educational system in Nigeria?
- How do you integrate stems into the classroom?
- What is the awareness of students to take to STEM subjects?
- What challenges do STEM teachers face in applying innovative teaching strategies?
- How often do regulatory agencies supervise teaching of STEM subjects?
- Does the workload affect teaching of STEM subjects?
1.7 RESEARCH METHODOLOGY
In the course of carrying this study, numerous sources were used which most of them are by visiting libraries, consulting journal and news papers and online research which Google was the major source that was used.
1.8 PROJECT ORGANISATION
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