STUDENTS ACADEMIC PERFORMANCE IN PHYSICS, CHEMISTRY AND

BIOLOGY, A CASE STUDY OF SOME SELECTED SECONDARY SCHOOLS IN

FAGGE LOCAL GOVERNMENT AREA OF KANO STATE.

BY

SAMUEL GIDEON STEPHEN

(EDU/12/BSC/00071)

A RESEARCH PROJECT SUBMITTED TO THE FACULTY OF EDUCATION,

DEPARTMENT OF SCIENCE AND TECHNOLOGY EDUCATION, BAYERO

UNIVERSITY KANO IN PARTIAL FULFILLMENT FOR THE AWARD OF

BACHELOR OF SCIENCE EDUCATION (BSC (ED).)

NOVEMBER, 2016

i
 DECLARATION

I hereby declare that this project is the product of my research under the supervision of Malama

Samira Muhammad Abdullahi of the Faculty of Education, Department of Science and

Technology Education, Bayero University Kano. All other researchers views and work have

been duly acknowledged and their sources are referred to.

SAMUEL GIDEON STEPHEN

(EDU/12/BSC/00071)

ii
 CERTIFICATION PAGE

This project on Students Academic Performance in Physics, Biology and Chemistry ( A Case

Study of Some Selected Secondary Schools in FAGGE Local Government Area of Kano State),

has been successfully checked and approved. All references have been properly acknowledged.

___________________________
Project Supervisor

_________________________
Head of Department

iii
 APPROVAL PAGE

This project has been read and approved in other to fulfill the requirement of the Department of

Science and Technology Education, Bayero University, Kano.

___________________________ __________________________
Research Project Supervisor Date

____________________________ ___________________________
Head of the Department Date

iv
 DEDICATION

This project is dedicated to Almighty God the sustainer of all human beings who is more than

right.

v
 ACKNOWLEDGEMENT

I am immensely indebted to God Almighty, who is more than right, whose love and mercy are

unquantifiable. I sincerely appreciate Him for making not only this work a success but also my

studies. May only His name receive honor.

I also seize this very opportunity to appreciate the very efforts of my project supervisor for

giving me a soft landing ground in my project by making all the necessary criticism by

proofreading this work.

I will remain ungrateful without appreciating the efforts of my aunt who gave me parental and

financial support in person of Talatu Danjuma. Ma, you are more than an aunt you are a mother

may God continue to provide you with sound heath.

I will not fail to appreciate the efforts of my parent, Samuel Amba and Ladi Samuel through

whom I came to this planet earth. May God bless and see you through in all your endeavors.

I finally want to appreciate the very efforts of my friends during my stay in the university which

among others are: Williams Nzamuche, Franklin Ugbor, Daniel James and Musa Ishaya.

vi
ABSTRACT
The level of students academic performance in Biology, Physics and Chemistry subjects was
found to be very poor. The declining performance of Science Secondary School Students in
Fagge Local Government Area of Kano State is somewhat disappointing. The purpose of this
paper is to identify Students Academic Performance in Physics, Biology and Chemistry (A Case
Study of Some Selected Secondary Schools in Fagge Local Government Area of Kano State).
The design that was employed in this study was a survey design. The area of study of this
research comprises of one local government area in Kano State, which is Fagge Local
Government Area of Kano State. The population of the study comprises of sixteen (16)
Secondary Schools with the total population of 6,335 students with 70 teachers respectively in
Fagge Local Government of Kano State. Therefore, in accordance to Krejcie and Morgan
Table the population sample of 361 should be collected for the total of 6,335 which tallies with
the total population of Science Students in four schools. A structured questionnaire titled: The
Performance of Students in Biology, Chemistry and Physics in Some Selected Secondary Schools
in Fagge Local Government Area of Kano State was developed by the researchers to collect
relevant data. The data collected with the questionnaire were from some selected Secondary
Schools in Fagge Local Government Area of Kano State. i.e. Government Boys Secondary
School Mamman Vice Adamu, Maryam Abacha government girls secondary school and
Government Boys secondary school Kwakwachi.

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 TABLE OF CONTENTS

Title Page------------------------------------------------------------------------------------------------------i

Declaration-----------------------------------------------------------------------------------------------------ii

Certification Page--------------------------------------------------------------------------------------------iii

Approval Page------------------------------------------------------------------------------------------------iv

Dedication------------------------------------------------------------------------------------------------------v

Acknowledgement--------------------------------------------------------------------------------------------vi

Abstract-------------------------------------------------------------------------------------------------------vii

Table of Contents-------------------------------------------------------------------------------------------viii

CHAPTER ONE: BACKGROUND OF THE STUDY

1.1 Introduction---------------------------------------------------------------------------------------------1-3

1.1.1 Theoretical Framework------------------------------------------------------------------------4-5

1.2 Statement of the Problem-------------------------------------------------------------------------------5

1.3 Objectives for the Study--------------------------------------------------------------------------------6

1.4 Research Questions---------------------------------------------------------------------------------------7

1.5 Significance of the Study -------------------------------------------------------------------------------8

1.6 Scope and Limitations of the Study--------------------------------------------------------------------9

1.7 Definition of Terms-------------------------------------------------------------------------------------10

viii
 CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1. Introduction----------------------------------------------------------------------------------------------12

2.2 Concept of Academic Performance-------------------------------------------------------------------13

2.3 Effect of Mathematics on students achievement in Biology, Chemistry and Physics----13-14

2.4. The role of science laboratory in the performance of students in Physics, Chemistry and

Biology----------------------------------------------------------------------------------------------------15-16

2.5. Academic achievement in Biology with suggested solutions in selected Secondary Schools

in Kano State, Nigeria-----------------------------------------------------------------------------------16-18

2.6. Poor performance of senior secondary students in Chemistry in Nigeria-------------------19-20

2.7. Factors that affect students performance in Physics------------------------------------------20-25

2.8. Factors affecting the performance of secondary school students in Mathematics---------25-29

CHAPTER THREE: RESEARCH METHODOLOGY

3.1. Introduction---------------------------------------------------------------------------------------------30

3.2 . Research Design---------------------------------------------------------------------------------------31

3.2 Area of the Study.---------------------------------------------------------------------------------------31

3.3 Population of the study---------------------------------------------------------------------------------31

3.4 Sample and Sampling Techniques----------------------------------------------------------------32-33

3.5. Instrumentation-------------------------------------------------------------------------------------33-34

3.6 Validity of the Instrument------------------------------------------------------------------------34

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3.7 Reliability of the Instrument------------------------------------------------------------------34-35

3.8. Procedure for Data Collection------------------------------------------------------------------------35

3.9 Procedure for Data Analysis------------------------------------------------------------------------35

CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND DISCUSSION

4.1 Introduction--------------------------------------------------------------------------------------------36

4.2. Presentation and Analysis of the Data Collected from students---------------------------36-48

4.3 Summary of the findings------------------------------------------------------------------------49-51

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction-----------------------------------------------------------------------------------------53

5.2 Summary of the Work -----------------------------------------------------------------------------53-54

5.3 Conclusion----------------------------------------------------------------------------------------------54

5.4 Recommendation-----------------------------------------------------------------------------------54-55

References-----------------------------------------------------------------------------------------------56-58

Appendix i: Krejcie and Morgan Table ---------------------------------------------------------------- 59

Appendix ii: Students Questionnaire---------------------------------------------------------------------60

Appendix iii: Questionnaire for Teachers----------------------------------------------------------------62

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 CHAPTER ONE

THE PROBLEM

1.1 INTRODUCTION

Over the years, many science curricular programs have been developed for use at both primary

and secondary levels. For example, Primary Science has developed over the years through

programs such as African Primary Science Program (APSP), the Nigerian Educational Research

and Development Council (NERDC), Primary Science and Mathematics Projects, the Federal

Government Core-curriculum Development Project Primary Science has also developed.

Integrated Science got introduced into Nigeria through the Ayetoro Basic Science Scheme and

Science Teachers Association of Nigeria (STAN). Despite the emphasis laid on the study of

science in Nigeria, its very sad to realize that the country is not making any significant head way

and is still besieged with technological problems despite the emanation of Chemistry, Physics,

Mathematics, Biology, Agricultural Science and Geography. Besides there have been problems

of unified language, lack of technological know-how, unemployment, illiteracy to mention a few.

For these reasons, Nigeria has been grouped among the third world countries of the world

(Sorunke, 1981).

To solve this problem, there is emphasis on the study of science and technology in schools so as

to meet up with the manpower needs of the country. In fact, the government has made it a

deliberate policy that admission into the higher instruction of learning should be in the ratio of

60:40 for Science and Arts respectively. This is because Science and technology have become an

integral part of the worlds culture. It is almost impossible today to live a full and satisfactory life

without the knowledge of Science.

11
Nigeria therefore needs to solve its problems such as improving its transportation system,

developing its mineral resources, controlling soil erosion, introducing modern scientific farming

and controlling diseases Sorunke (1981).

In the opinion of Ozoro (1977), the state of science and technology in the country is now a

matter of great concern-this arises from increasing realization that Nigeria cannot develop

rapidly as it aspires to without creating adequate scientific and technical manpower. This is

obvious in the fact that expatriate scientist and technician shall only impart machines and ideas

that are directly relevant to the problems which in all sincerity are unrelated to our own. Sorunke

(1981) has this to say, Nigeria cannot increase its productivity on the farm, industries, factories

and all other sector without science and technology. He added that it will amount to self-

deception avoiding realities to impart machines and experts.

Science (the study of Chemistry, Physics and Biology) is the nucleus of technological

development. No science no developed country. As a result, the teaching of science should be

given greater emphasis, so that the country can have a large number of science graduates

irrespective of their gender, socio-economic status etc. It must also be noted that our country

(Nigeria) is suffering and will still continue to lack behind until science subjects most especially

Physics, Chemistry and Biology are given special attention. Most of the reasons why students

fail science subjects is due to the fact that our laboratories are not well equipped and even the

little available resources i.e. chemicals and apparatus are not able to measure what they ought to

measure as in the case of measuring instruments, Sorunke (1981).

Laboratory is an area equipped with scientific apparatus and equipments where scientists

perform experiments based on scientific theories. Thus, the laboratory provides resource

materials for teaching and learning of science, the laboratories allow students to have
12
experiences that are consistent with the goals of scientific literacy, so if the laboratories are well

equipped and the teachers are experts, the students will be motivated to learn Physics, Chemistry

and Biology which will then lead to an excellent performance. In a situation where there are no

equipments in the laboratories, the teachers can improvise; improvisation plays an important role

in science experimentation. According to Science Teachers Association of Nigeria- STAN

(1976), true improvised equipments are those made by the teachers. Another aspect that

affects the performance of students in Physics, Chemistry and Biology is the quality of teachers,

their methods of teaching, influence of peer group, influence of Mathematics etc. For the

performance of students in Physics, Chemistry and Biology to be excellent and encouraging, the

teaching must be relevant to the actual Nigerian setting, encouraging the students in actual

process of doing rather than hearing Physics, Chemistry and Biology so as to boost their ego

in terms of their performance in the aforementioned subjects Salman, 2004.

In the past, observation shows that there have been low performance in Physics, Chemistry and

Biology at the O level Senior Secondary Schools Certificate Examination (SSCE); West

African Examination Council (WAEC), National Examination Council (NECO), etc. These

observations have raised problems which captivated a lot of attentions from many individuals

and organizations. These problems are viewed in various perspectives and blames are shared in

various proportions among students, teachers, and the examination body, the curriculum planers

and even the state and Federal Government.

The basis of this project is to investigate the performance of students in Physics, Chemistry and

Biology in some selected Secondary Schools in Fagge Local Government Area of Kano State.

13
1.1.1 THEORETICAL FRAMEWORK

EDWARD LEE THORNDIKE (1874 - 1949). LAWS OF LEARNING AND ITS

EDUCATIONAL IMPLICATIONS

First primary law of learning, according to him, is the Law of Readiness or the Law of Action

Tendency, which means that learning takes place when an action tendency is aroused through

preparatory adjustment, set or attitude. Readiness means a preparation of action. If one is not

prepared to learn, learning cannot be automatically instilled in him, for example, unless the

typist, in order to learn typing prepares himself to start, he would not make much progress in a

lethargic & unprepared manner. The second law of learning is the Law of Exercise, which

means that drill, or practice helps in increasing efficiency and durability of learning and

according to Throndikes S-R Bond Theory, the connections are strengthened with trail or

practice and the connections are weakened when trial or practice is discontinued. The law of

exercise, therefore, is also understood as the law of use and disuse in which case connections

or bonds made in the brain cortex are weakened or loosened. Many examples of this case are

found in case of human learning. Learning to drive a motor-car, typewriting, singing or

memorizing a poem or a mathematical table, and music etc. need exercise and repetition of

various movements and actions many times. The third law is the Law of Effect, according to

which the trial or steps leading to satisfaction stamps in the bond or connection. Satisfying states

lead to consolidation and strengthening of the connection, whereas dis-satisfaction, annoyance or

pain leads to the weakening or stamping out of the connection. In fact, the law of effect

signifies that if the response satisfies the subject, they are learnt and selected, while those which

are not satisfying are eliminated. Teaching, therefore, must be pleasing. The educator must obey

14
the tastes and interests of his pupils. In other words, greater the satisfaction stronger will be the

motive to learn. Thus, intensity is an important condition of law of effect.

This theory of learning postulated by Thorndike will greatly support this research, this is

because, theres a very clear relationship between readiness, satisfaction, practice and

performance. In essence, all the three laws will lead to good students academic performance and

the absence of one of them could result into low or poor academic performance.

1.2 STATEMENT OF THE PROBLEM

There are many factors influencing the performance of students in Physics, Chemistry and

Biology, some of which are peer group influence, teachers methods of teaching, motivation,

lack of availability of Human and material resources, etc. It is the objective of this study to

investigate the students performance in Physics, Chemistry and Biology in some selected

Secondary Schools in Fagge Local Government Area of Kano State.

Over the years, the majority of students that sat for the May/ June West African Examinations

Council (WAEC) and November/ December National Examination Council (NECO) have been

recording mass failure, not only in the area of overall performance of the students, but also in the

core subjects like, Biology, Physics and Chemistry where the high spate of failures have been a

dominant feature of the students performance in secondary schools in Fagge Local Government.

Characteristically, statistics reeled out by the two examination bodies, the National Examination

Council and the West African Examination Council, which is the particular focus of this study,

each time the results of West African Examination Council (WAEC) and National Examination

Council (NECO) examinations are released, they point to the fact that students drawn have not

been performing up to the required standards despite the high investment which the government,

15
both at the federal and state levels, as well as the parents have been making in the sector, though,

some still pull their weight (Amadike; 2005).

Consequently, the out-cry on the persistent poor and unpromising performances of many senior

secondary school students in Fagge Local Government of Kano State specifically, in the past six

years (2005/2006, 2006/2007, 2007/2008, 2008/2009, 2009/2010, 2010/2011) in Senior

Secondary School Certificate Examinations (SSCE) conducted by West Africa Examination

Council (WAEC) made educationists and the government policy makers and the researcher

wonder whether the schools are measuring up to the expectations. However, several factors

among the numerous problems confronting Senior Secondary Schools in Fagge Local

Government will without doubt positively or negatively affect students performance in WAEC

examinations. Some of these factors include:

I. The students are exposed to different studying environment, being less favorable.

II. Inadequacy of teachers required to cope with increasing number of students.

III. Lack of supervision by busy parents may give room for laxity of their wards.

IV. Lack of material resources needed to teach the students.

1.3 OBJECTIVES FOR THE STUDY

The objectives of the study are to find out:

1. Students performance and the factors that affect the performance of students in Physics,

Chemistry and Biology among Senior Secondary School Students in Fagge Local

Government Area of Kano State.

2. If mathematics has any effect in the performance of students in Physics, Chemistry and

Biology among Senior Secondary School Students.

16
3. The role of science laboratory in the performance of students in Physics, Chemistry and

Biology.

4. Effects of Teachers methods of teaching on the students performance in Physics,

Chemistry and Biology.

5. Factors militating against the performance of students in Physics, Chemistry and Biology.

1.4 RESEARCH QUESTIONS

This study seeks to find out answers to the following questions:

1. What is the performance of students and the factors that affect the performance of

students in Physics, Chemistry and Biology among Senior Secondary School

Students?

2. Does mathematics has any effect in the performance of students in Physics,

Chemistry and Biology?

3. What are the roles of science laboratory in the performance of students in Physics,

Chemistry and Biology?

4. What are the effects of teacher methods of teaching on the students performance in

Physics, Chemistry and Biology?

5. What are the factors militating against the performance of students in Physics,

Chemistry and Biology?

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1.5 SIGNIFICANCE OF THE STUDY

Nigeria as a developing country places much emphasis on the advancement of science and

technology. In order to attain a remarkable height in those areas, appropriate attention must be

given to Physics, Chemistry and Biology which will contribute to the advancement of science

and technology.

The findings of this study would significantly form basis to explain some basic truth to the State

government and officials of Ministry of Education in taking the right decision on the provision of

infrastructural facilities to aid teaching and learning process which will help improve the

academic performance of Senior Secondary School students.

It will stimulate administrators to investigate and formulate constructive strategies with a view to

reducing or eliminating students poor performance through students welfare support services.

It will help the respective Government/policy makers to take corrective measures within their

jurisdiction through adequate planning of resources to meet the demands and guide their actions

on future projects on the education of staff and students for successful teaching and learning

process in the schools.

This research would also help parents to give much attention and supervision to the students

work and hence result in improving studentsperformance.

It would also help curriculum planners to know some of the factors that contribute to low or poor

performance of students in Biology, Physics and Chemistry. This will enable them to include the

most relevant resources when planning a curriculum.

18
The findings of this research would help future teachers to consider some of the factors that yield

poor performance of students. As such, teachers will be able to make necessary preparations for

it.

The research will be of immense importance to textbook publishers by enabling them publish

some relevance resource materials in their publications which will yield excellent performance in

students.

Finally, the findings of this study will serve as a foundation for future researchers to build their

studies, thus it will add more information to the existing literature.

1.6 SCOPE AND LIMITATIONS OF THE STUDY

The study is directed at examining the performance of students in Physics, Chemistry and

Biology in Fagge Local Government Area of Kano State, Nigeria.

Due to time factor and financial constraints, it will not be possible to cover all the Schools in

Fagge Local Government Area. Some representative samples will be taken; this will include four

Secondary Schools from Fagge Local Government Area. The study will be restricted to students

performance in Physics, Chemistry and Biology in West African Examination Council (WAEC)

between: 2010-2014. This will provide the basis for conclusion, recommendation and perhaps

possible generalization on the study area.

19
1.7 DEFINITION OF TERMS

The following terms are defined as used by the researchers in this work.

Performance: refers to accomplishment/ achievement and how well students deal with their

studies and how they cope with or accomplish different tasks and studies given to them by their

teachers.

School facilities: Human and physical resources within a school system.

Science: a systematic study of nature through hypothesis, experiment, observation, careful

reasoning, making valid conclusion and inference on the basis of analysis.

Mathematics: the study of numbers, measurement of space, it deals with the measurement of

properties and relationship of quantities as expressed in numbers or symbols.

Facilities: this is something that makes an action easy i.e., an aid or instructional materials, a

convenience.

Laboratory a place where scientific work is done, a room or building fitted with apparatus for

conducting science investigation or tests.

Poor Performance: the score which is less than the pass mark i.e., less than 40%.

Physics: this refers to as a science of matter and energy base and their interaction it is essentially

based on measurement and mathematical processes and physical properties/processes.

Learning: this refers to how to acquire knowledge or skill by studying instruction, practice or

experience and to commit to memory thought the knowledge of awareness. It is also a change in

behavior due to exposure to some activities.

20
Questionnaire: a list of questions in which a person is expected to respond to either in written or

verbally. The interpretation or analysis of this Reponses provides necessary data for research.

Equipments: a set of material physical resources apparatus and implements used in laboratory.

Chemistry: it is the study of structures chemical and physical properties of matter.

Biology: it is the study of living thing. It is also one of the science subject that is been attain in

school.

Physics: this refers to as a science of matter and energy base and their interaction it is essentially

based on measurement and mathematical processes and physical properties/processes.

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 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1. INTRODUCTION

This chapter deals with the review of related literature of researches on the performance of

students in Mathematics, Physics, Chemistry and Biology. The academic performance of

students has been very poor in recent years especially in science subjects, this is because science

subject have been traditionally recognized by the students as one of the most difficult areas of

study, the reason that students give for this are many, among which are: its very difficult to

understand mathematical nature, its full of derivation, the formulae are too many among so many

other factors.

This review concentrates on the following Areas:

1. The Concept of Poor Academic Performance.

2. Effects of Mathematics on the Learning of Physics, Chemistry and Biology.

3. The role of science laboratory in teaching Physics, Chemistry and Biology.

4. Academic Achievement in Biology with suggested solutions in Selected Secondary Schools

in Kano State, Nigeria.

5. Poor Performances of Senior Secondary School Students in Chemistry in Nigeria.

6. Factors that affect Students Academic Performance in Physics.

7. Factors that affect Students Academic Performance in Mathematics.

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2.2 CONCEPT OF ACADEMIC PERFORMANCE

According to Nwokocha and Amadike (2005), academic performance has been described as the

Scholastic standing of a student at a given moment. This scholastic standing could be explained

in terms of the grades obtained in a course or groups of courses, commented on this scholastic

standing an argued that performance is a measure of output and that the main outputs in

education are expressed in terms of learning, that is, changes in knowledge, skills and attitudes of

individuals as a result of their experiences within the schools system. Academic performance is

regarded a students performance in an examination as being depended on his cumulative grade

point average. Students success is generally judged by examination performance while the best

criterion of performance is the sum of the students academic performance in all the subjects

taken. On the other hands, Poor academic performance according to Aremu, is a performance

that is adjudged by the examinee and some other significant as falling below an expected

standard. The interpretation of this expected or desired standard is better appreciated from the

perpetual cognitive ability of the evaluator of the performance Mike, (2008)

2.3 EFFECT OF MATHEMATICS ON STUDENTS ACHIEVEMENT IN BIOLOGY,

CHEMISTRY AND PHYSICS

Mathematics affords Senior Secondary School students opportunity to be introduced to some

topics in Advanced Level mathematics in order to prepare them to study mathematics or

mathematics related subjects such as biology, physics and chemistry. National Council for

Curriculum Assessment (2005) noted that many students view mathematics as a difficult subject

and perceive higher mathematics as an elite subject for only the best students. Akinsola and

Ogunleye (2003) asserted that students could only find the study of mathematics more appealing

23
when they perceive the subject matter as interesting, useful and relevant to their daily living. It is

logical to think that students who offer mathematics have opportunities to perform better

especially in biology, physics and chemistry than their counterparts who do not offer

mathematics. There is a term in education called opportunities to learn Ground and Cebulla

(2000) defined opportunities to learn with regards to mathematics and science as the extent of

students have opportunity or chance to learn mathematics or any of the science subjects. This

also bears directly on students mathematics and science achievement. Brophy (2000) explained

that in maximizing opportunity to learn, attention should not be given to wide coverage of the

syllabi, but there should also be conscious efforts to teach content and skill involved deeply.

Many topics in the science subjects (biology, chemistry and physics) are inter-related. There are

overlaps or areas of intercession in the content areas. Atomic structure is taught in physical

chemistry as well as modern physics. Fermentation is a topic taught both in biology and

chemistry. Many laboratory equipment used in one subject area can also be used in others.

However, many topics in the science subjects cannot be understood without sound knowledge of

mathematics. Setidisho (1996) asserted that mathematics is a fundamental science which is

necessary for understanding of most other fields. Probably, no subject forms such a binding force

among the various branches of science - physical, biological and social as mathematics (Adetoye

& Aiyedun, 2003). Mathematics is the language of science and central intellectual discipline of

the technological societies (Kalejaye, 1985; odeyemi, 1995). A student needs basic knowledge of

mathematics like change of subject to understand density which appears under major topics like

Ecology in Biology, diffusion in Chemistry and Floatation in Physics.

24
2.4. THE ROLE OF SCIENCE LABORATORY IN THE PERFORMANCE OF

STUDENTS IN PHYSICS, CHEMISTRY AND BIOLOGY

Science educators have believed that the laboratory is an important means of instruction in

science since late in the 19th century. Laboratory activities were used in high school chemistry in

the 1880s (Fay, 1931). In 1886, Harvard University published a list of physics experiments that

were to be included in high school physics classes for students who wished to enroll at Harvard

(Moyer, 1976). Laboratory instruction was considered essential because it provided training in

observation, supplied detailed information, and aroused pupils' interest. These same reasons are

still accepted almost 100 years later.

Shulman and Tamir, in the Second Handbook of Research on Teaching (Travers, ed., 1973),

listed five groups of objectives that may be achieved through the use of laboratory in science

classes:

1. skills - manipulative, inquiry, investigative, organizational, communicative

2. concepts - for example, hypothesis, theoretical model, taxonomic category

3. cognitive abilities - critical thinking, problem solving, application, analysis, synthesis

4. understanding the nature of science - scientific enterprise, scientists and how they work,

existence of a multiplicity of scientific methods, interrelationships between science and

technology and among the various disciplines of science

5. Attitudes - for example, curiosity, interest, risk taking, objectivity, precision, confidence,

perseverance, satisfaction, responsibility, consensus, collaboration, and liking science

25
 (1973, p.1119).

Laboratory teaching assumes that first-hand experience in observation and manipulation of the

materials of science is superior to other methods of developing understanding and appreciation.

Laboratory training is also frequently used to develop skills necessary for more advanced study

or research. From the standpoint of theory, the activity of the student, the sensor motor nature of

the experience, and the individualization of laboratory instruction should contribute positively to

learning. Information cannot usually be obtained, however, by direct experience as rapidly as it

can from abstractions presented orally or in print... Thus, one would not expect laboratory

teaching to have an advantage over other teaching methods in the amount of information

retention, in ability to apply learning, or in actual skill in observation or manipulation of

materials... Gage, (1962, p.1144-1145).

2.5. ACADEMIC ACHIEVEMENT IN BIOLOGY WITH SUGGESTED SOLUTIONS IN

SELECTED SECONDARY SCHOOLS IN KANO STATE, NIGERIA

The teaching of biology as a subject in secondary schools is faced with many problems. The poor

academic achievement of students in biology as indicated in the report of WAEC and National

Teachers Institute (NTI) as well as the result of state common entrance examination has come a

persisted public outcry as regards the falling standard of biology education. Science subjects are

already facing a problem. This is mostly in the area of availability of laboratories and other

teaching facilities in their right number of students studying science Cebulla (2000).

Students achievement in Biology subject in Senior Secondary Certificates Examination (SSCE)

has been unsatisfactory over many years. Various reasons have been attached to this problem by

scholars. Dinah (2013) concluded that, availability of text books, laboratory apparatus and other

26
learning resources contribute significantly to the performance of students in Biology

examination. He added that, students with positive attitude towards the subject register better

performance than those who had a negative attitude. Those with positive attitude are motivates to

work hard and this is reflected in the good marks scored in the examination. Suman B. (2011)

conducted a research on influence of parents education and parental occupation on academic

achievement of students. He concluded that education and occupation of parents positively

influence the academic achievement of children. Femi (2012) concluded that education

qualification of parents and health status of students are significant factors that affect the

academic performance of students. According to Akinsanya et al. (2014) parents education has

the highest significant influence on the academic achievement of students. This is because the

child from educated family has a lot of opportunities to study hard due to his/her access to

internet, newspaper, television. They can also taught extra lessons at home. Students raised from

an illiterate family have limited access to that.

It has been observed that the falling academic standard and the influencing factors include the

economic status of the parents. Just having a look at the present economic situation of the

country, many poor parents do send their children to go and do pity house hold work before

going to school. These children were confused on that they can help their family through that.

However, poverty of parents has elastic effects on their children academic works as they lack

enough resources and funds to sponsor their education and good school, good housing facilities,

medical care and social welfare services. Femi (2012) in his study says, socio-economic and

education background of parents is not significant factors in students performance. Osuafor

(2013) in their research on influence of family background on academic achievement of

secondary school Biology students revealed that family structure, parents occupation and

27
educational level of parents did not have significant influence on students achievement in

biology.

Memon (2010) in his study revealed that majority of students whose parents were well educated

perform better in matriculation examination as compared to those students whose parents were

less educated or illiterate. Manalanga and Awelani (2014) concluded in their result that the

possible factors responsible for the poor performance in Biology 5090 include lack of financial

support, lack of equipped libraries, lack of laboratories and Biology textbooks, method of

teaching and accessing Biology 5090. Furthermore, practical Biology exam if highly scored

improves the KCSE Biology grade. Teachers should be encouraging to asses learners regularly

on practical skills. Perhaps, more practical lessons should be availed and documented so that

teachers should plan for them and regular inspection to insure the actual order is adhered to

(Wabuke, 2013).

The problems of students under achievement in biology have been observed by many

researchers and viewed in different angles due to its diversity. Cohen (1976) put it that directly

or indirectly classroom interactions are controlled by the teacher for it is he who promotes

particular learning situation through his choice of objective, organization of experience, selection

of materials and methods in order to facilitates the students academic performance. Owino et al.

(2014) attached the problem with inadequate supply of teaching and learning resources such as

chemicals, charts, apparatus, models, local specimens, laboratories, textbooks, and libraries led

to poor performance in Biology. They added that irregularities related to the teacher of Biology

such as irregularity in administration of practical, class discussion, teachers not allowing students

to ask questions, teachers not giving prompt feedback on assignments or exams, by not making

28
the Biology subject interesting and teachers not conducting demonstration during practical.

2.6. POOR PERFORMANCE OF SENIOR SECONDARY STUDENTS IN CHEMISTRY

IN NIGERIA

The role of chemistry in the development of the scientific base of a country cannot be

overemphasized and Nigeria is not an exception. Yet with the increasing importance of

chemistry to the unfolding world, the performance of Nigerian students in the subject at the

secondary school remains a dismal failure. However it is disappointing to note that the

studentsperformance in chemistry at internal and external examination has remained

considerably poor despite the relative importance of chemistry (Saage 2009). Several factors

have been advanced to affect studentspoor performance. Korau (2006) reported that such

include the student factor, teacher factor, societal factor, the governmental infrastructural

problem, language problem examination body related variables, curriculum related variables, test

related variables, textbook related variables and home related variables. Saage (2009) identified

specific variables such as poor primary school background in science, lack of incentives for test,

lack of interest on the part of students, students not interested in hard work, incompetent teachers

in the primary school, large classes, fear of the subject psychologically etc.

In Nigeria the pupils home upbringing tends to affect their attitudes to authority. It is one of co-

operation and passive submission. Children seen to have a natural tendency to explore, find out

and collect objects. Too much restriction can have a lasting effect on the learner to the extent that

he becomes afraid to experiment and explore in chemistry and later in life when encouraged to

find out for him or make individual contribution he may be too inhibited to do so (Lawis, and

Eddy 1967). Kahl (1961) has shown that parental attitudes were more important in predicting

29
aspiration of pupils towards continuing their schooling and successes in school than status.

Parents should not expect too little or too much from their children. Too much pressure can lead

to failure and dislike of chemistry. Critical remarks can encourage lukewarm attitude towards

chemistry. They should therefore discuss the progress of their children with the teachers so as to

assist the learners in their areas of difficulty.

Parents that are too push-up can cause academic maladjustment for learners. Boocock (1972)

found that parental dominance tend to discourage the children in school learning. However some

parents over-pamper their children too much to the points of spoiling them completely Korau,

2006). Since such parents shun their responsibility to train their children at home such children

will develop nonchalant attitude to chemistry and other courses.

Korau (2006) observed that the schools population counts in thousands today against the

hundreds of the previous years. Schools today are overcrowded in classrooms which make it

impossible to talk of an ideal size of a classroom for effective teaching of chemistry. No

effective teaching can take place under a chaotic situation where he cannot handle the large

number of students effectively. Consciously quantity and quality cannot work together and this

can affect the students learning of chemistry and thus perform poorly.

2.7. FACTORS THAT AFFECT STUDENTS PERFORMANCE IN PHYSICS

2.7.1 STUDENTS BACKGROUND AND THEIR ACADEMIC PERFORMANCE

Science has been regarded as the bedrock of modern day technological breakthrough it is built.

Nowadays, countries all over the world, especially the developing ones like Nigeria, are striving

hard to develop technologically and scientifically, since the world is turning Scientific and all

30
proper functioning of lives depend greatly on Science. Science is a dynamic human activity

concerned with understanding the workings of our world. This understanding helps man to know

more about the universe. Without the applications of science, it would have been difficult for

man to explore the other planets of the universe. Science comprises the basic disciplines such a

Physics, Chemistry, Mathematics and Biology. Many investigations have shown that secondary

school students are exhibiting dwindling interest in Science. Besides, Physics as one of the

Science subjects remains one of the most difficult subjects in the school curriculum according to

the Nigeria Educational Research and Development Council (NERDC). Studies have revealed

that the academic performance of Nigerian students in Ordinary Level Physics was generally and

consistently poor over the years. Physics is an important science subject that makes immense

academic demands on the students in its learning. The learning of the physics is difficult at best

and almost impossible at worst but because of its enormous importance to science and

technology, there is huge interest in students achievement in physics. In the light of this, the

relationship between the background and classroom environments and students achievement in

physics has generated a great deal of discussion for a long time.

Family background should be an environment in which children have the opportunity to succeed

and be happy. A conducive home influence manifests itself further in the school environment. It

helps plan, execute and evaluate childs school experiences. In relation to level of maturation and

mental health of the child in order to help him/her excel academically. Furthermore it has been x-

rayed that some factors, which are attributed present in family contributes greatly to the

academic performance of students. Among these are parental educational background, income,

exposure, parental relationship with each other, strength of the family population, religion, sex

differentiation, occupation etc. the interplay of these factors in the family determines to great

31
extent the readiness of child to learn.

Nevertheless, the influences of others factors like mental and physical disabilities can account for

poor academic performance in physics. In the whole the family background being an umbrella in

the initiation of the child into the world should provide favorable conditions, which will improve

the academic performance of child irrespective of the constraints encountered in his academic

pursuits. Most of subjects offered in secondary school have some factors, which affects their

assimilation by students. Students come from different home and as a result have different

challenges to contend with. In addition to this, Students educational outcome and academic

success is greatly influenced by the type of school which they attend. The school one attends is

the institutional environment that sets the parameters of a students learning experience.

Depending on the environment, a school can either open or close the doors that lead to academic

achievement. According to Considine and Zappala (2001), the type of school a child attends

influences educational outcomes. On the other hand, there is evidence that, students from urban

backgrounds had significantly better academic and research indicators th11an those from rural

and remote backgrounds.

2.7.2 STUDENTS INTEREST AND THEIR ACADEMIC PERFORMANCE

We live in a world that is increasingly dependent on physics and fueled by breakthroughs in

physics research. Technology continually advances, we are beginning to answer questions about

the beginning and end of the universe, and we are discovering amazing things about the

interaction of subatomic particles. Unfortunately, less and less students are studying physics,

which is causing the general public to mitigate their understanding about scientific concepts.

According to, students form opinions about physics in the early years of secondary school, and

those beliefs become less favorable as students get older. One reason that so many people have
32
such a lack of familiarity with physics is the fact that very few people ever actually take a

physics course. Generally, a negative attitude toward a given subject leads to lack of interest and,

when subjects can be selected, as in senior high school, to avoiding the subject or course.

Furthermore, a positive attitude toward science leads to a positive commitment to science that

influences lifelong interest and learning in science. This is one reason why major science

education reform efforts have emphasized the improvement of students attitudes. Several studies

have identified a number of factors affecting students attitudes towards science in general.

These can be largely categorized as gender, personality traits, structural variables, and

curriculum variables. Of these, the most significant is gender for, stated sex is probably the

most important variable related to pupils have reported that males have more positive attitudes

toward science than females, while others found no statistically Significant gender differences.

On the other hands, it was initially discovered that teachers and professors have the single largest

influence on students who show an interest in physics. Family members and famous physicists

also had a strong amount of influence, but a students peers had very little influence on that

students positive interest in physics Abinbade, (1995).

2.7.3 THE ROLE OF TEACHERS (INSTRUCTORS) AND ACADEMIC

PERFORMANCE

The role of teacher is very important in any teaching exercise especially since his/her direct

participation can range from complete control over what is learned to minimal intervention.

Teacher is the source of all knowledge that children acquire in class. Teacher can impact students

learning in different regards. However, among this the way how he delivers the subject or

methodology is directly related to learners Teachers Method of Teaching.

33
The means or strategies employed by teachers in an attempt to impact knowledge to the learner

are referred to as methodology. Therefore, teachers planning should include:

Choice of appropriate teaching material;

Choice of appropriate teaching method;

Intensive research on the topic to be taught;

Determination of the objectives for the lesson.

2.7.4 RESOURCES (INSTITUTIONAL FACILITIES) AND ACADEMIC

PERFORMANCE

Generally education deals with the development of humankind in so many ways. In this process,

education is being given to students with different methods namely Teaching, Demonstration,

Laboratory Practice, Field Study and etc. The struggle to study is the main aim of the students in

the Teaching Learning processes most effective. However, for this achievement, students need so

many infrastructure facilities to acquire sufficient knowledge in their field. In the same time,

University is a place for good training and to provide facilities to students like effective teaching,

suitable atmosphere, sufficient library and laboratory.

Generally, Students rely on notes, reference and text books study materials at large to maintain

good performance in their studies now a days, students number in all Secondary Schools have

been increased by Ministry of education but in the same time basic facilities are not being

increased at the same rate. In this scenario, the rapid growth of students number in each

University, it is observed, certainly affects the availability of basic facilities on the other hand,

Poor academic achievement in Physics could be attributed to many factors among which

teachers strategy itself was considered as an important factor. This implies that the mastery of

34
Physics concepts might not be fully achieved without the use of instructional materials. The

teaching of Physics without instructional materials may certainly result in poor academic

achievement. Also the findings stressed that a professionally qualified science teacher no matter

how well trained would unable to put his ideas into practice if the school setting lacks the

equipment and materials necessary for him or her to translate his competence into reality. On the

other corner, Opined that Science is resource intensive, and in a period of economic recession, it

may be very difficult to find some of the electronic gadgets and equipment for the teaching of

Physics in schools adequately.

2.8. FACTORS AFFECTING THE PERFORMANCE OF SECONDARY SCHOOL

STUDENTS IN MATHEMATICS

Some of the reasons attributed to the poor achievement in mathematics by scholars include;

shortage of qualified mathematics teachers (Ohuche, 1989), poor facilities, equipment and

instructional materials for effective teaching (Odogwu, 1994), use of traditional chalk and talk

methods (Edward & Knight, 1994), large pupils to teacher ratio (Alele Williams, 1988) and

mathematics phobia and fright (Georgewill, 1990), limited background preparation in

mathematics, lack of mathematics teaching equipment and materials, fright and anxiety, low

level of interest and some government policy (Abimbade, 1995), lack of problem solving

abilities (Abimbade, 1997), self-concept and achievement motivation (Akinsola, 1994). The

present study therefore, offers a survey of factors responsible for the poor performance of

students in mathematics, what influences there are and to determine some of the most important

factors that influence the poor performance in mathematics in some selected Nigerian secondary

schools with the aim of recommending a preferred solution.

35
2.8.1 THE TEACHER FACTOR

The school is regarded by many as an extension of the principals personality. The failure of the

school is the principals and the success of the school is the principals success as well. A survey

of factors responsible for the performance in mathematics at the secondary school level puts the

school administrators on the defensive. The buck-passing exercise with regards to students

performance most often stops at the principals desk.

2.8.2 TEACHERS QUALIFICATION

Our educational programmes started crashing from the days of crash programmes (Dada, 1986).

Teachers also were rushed through crash programmes to obtain NCE certificates. But without a

broad-based education, these teachers have very little to offer. NCE teachers who are supposed

to teach only junior secondary school now teach even the seniors, in some cases have been

appointed assistant principals and become WASSCE examiners in many subjects including

mathematics. A poor teacher can only produce poor results. A competent mathematics teacher

will be a teacher with good academic and pedagogical backgrounds, who is not easily worn out

by the system (Sizer, 1984).

2.8.3 TEACHING EXPERIENCE

Sidhu (2006) proposed for effective and efficient teaching for teachers, selective academic

training, supervised teaching practice, in-service training and professional activities. The

mathematics teacher should get an opportunity of observing a few demonstration lessons by

more experienced teachers, and then should be required to teach classes on those lines. Studies

have shown that teacher experience is a major determinant in students academic performance.

Hansen (1988) posited that teachers who have spent more time studying and teaching are more

36
effective overall and they develop higher order thinking skills for meeting the needs of diverse

students and hence increasing their performance. Bilesanmi (1999) in her study found that

teacher experience has the second most effective causal effect on students achievement.

Okoruwa (1999) found that teachers teaching experience has significant effect on students

achievement in the sciences.

2.8.4 TEACHERS/STUDENTS RATIO

For education to be effective, especially at the secondary school level, teaching staff strength has

to be adequate. A student-teacher ratio of 40:1 may be considered adequate but the situation is

far from this in many secondary schools in Nigeria. An actual ratio of 100:1 is known to exist in

many secondary schools across the country. Under this situation, the teacher cannot perform

effectively and efficiently (Akinwumiju & Orimoloye, 1985). Our secondary schools are

experiencing astronomical increase in population to the extent that some classes use 3-5 registers

for a class having up to 250 students. In such situations, teacher student ratio is 1:250. The

recommended 1:50 ratio has gone into oblivion (Asikhai, 2010). Ajayi (1985) asserts that

owning to the bloated class-size, the work becomes unwieldy and tedious; personal attention to

individual pupils becomes impracticable, marking of assignments becomes tedious and

burdensome, while compilation of results became a frustrating exercise. The resultant effect is

the pathetic situation of poor performances in Mathematics examination. Odili (2006) wonders

how a single teacher can take care of 50 students at a time. In most cases, the rooms are too small

and poorly ventilated. It becomes difficult for the teachers to establish any close individual

contact with the students.

Smith and Glass (1978) published a meta-analysis combining the results of empirical studies

pertaining to the relationship between class size and achievement, and soon followed it with a
37
second meta-analysis, analysing the relationship between class size and other outcomes. Overall,

they found that small class size were associated with higher achievement at all grade levels,

especially if students were in the small classes for more than 100hours, and if student assignment

was carefully controlled. The found that the major benefits of reducing class size occurred where

the number of students in the class was fewer than 20. In their second study, they concluded that

small classes were superior in terms of students reactions, teacher morale and the quality of the

instructional environment. Slavin (1989) employed a best evidence synthesis strategy to analyse

empirical studies that met 3 criterion : a study was included only if class size had been reduced

for at least a year, class of less than 20 students were compared to substantially larger classes and

students in the larger and smaller classes were comparable. Slavin found that reduced class had a

small positive effect on students that did not persist after their reduced class experience.

In 1986, Robinson and Wittebols published a review of more than 100 relevant research studies

using a related cluster analysis approach. Similar kinds of studies were clustered or grouped

together, such as studies of the same grade level, subject area or student characteristics. They

concluded that the clearest evidence of positive effects is in the primary grades, particularly

kindergarten through third grade, and that reducing class size is especially promising for

disadvantaged and minority students. At the same time, they cautioned that positive effects were

less likely if teachers did not change their instructional methods and classroom procedures in the

smaller class.

In a more recent survey, Hanushek (2002) confirms that the majority of empirical studies do not

find any significant relationship between resources devoted to education and student

performance. Card and Krueger (1998) finds, instead, a positive relationship between school

resources and student achievement, showing that both low pupil-teacher ratios and high quality

38
school systems lead to higher future earnings for students. These contrasting results may be

related to serious econometric problems- such as omitted variable bias, reverse causality or

measurement errors- that plagues this type of analysis and make it difficult to recover the causal

effect of class size on the student performance. More recent studies affirm the effects of class

size and teacher/student ratio on performance of students especially in mathematics.

2.8.5 STUDENTS ATTITUDE AND COMMITMENT

Ezewu (1985) confirmed that a child who has a positive attitude towards what he learns will be

highly motivated to engage in activities that promote learning thereby developing a positive self-

concept in relation to the total teaching environment.

One of the most important factors for improving performance is students

involvement/commitment. By involvement it means how much time, energy and efforts students

devote to the learning process. Obodo (2002) explains further, if a student has a positive attitude

to mathematics, he will definitely be interested in its teaching and learning. For Salman (2004),

most mathematics teachers do not make the teaching of mathematics practical and exciting and

this leads to negative attitude to mathematics by students. With genuine attitudinal change,

sustained interest and continual challenge, mathematics would no longer seem to the students a

boring, useless to real life issues and increasingly incomprehensible but a subject that will be

longed for (Akinsola, 1994; Akale, 1997 & Olowojaiye, 1999).

39
 CHAPTER THREE

3.1. INTRODUCTION

This chapter presents or explains the methodology that will be used for assessing The

Performance of Students in Science Subjects in Some Sleeted Secondary Schools in Fagge Local

Government Area of Kano State.

To obtain relevant information, this chapter will try to highlight issues on:

1. Research Design.

2. Area of the Study.

3. Population for the Study.

4. Sample and Sampling Techniques.

5. Instrumentation.

6. Validity of the Instrument.

7. Reliability of the Instrument

8. Procedure for Data Collection

9. Procedure for Data Analysis.

40
3.3 . RESEARCH DESIGN

A research design refers to the strategy or plan which a researcher adopts to carry out an

investigation. The design that will be employed in this study is a survey design. The design is

chosen because the study is descriptive in nature. The process is in order to set certain hypothesis

or answer to research questions generated in the study. A survey design is one of the major

categories of descriptive design that describes the present condition of a given phenomena by

collecting data from defined population.

3.3. AREA OF THE STUDY.

The area of study of this research comprises of one local government area in Kano State, which

is Fagge Local Government Area of Kano State.

3.4. POPULATION.

The population for this study will comprise the entire students and staffs of all the secondary

schools in Fagge Local Government Area of Kano State that are offering science subjects are

shown below:

S/N Name of Schools Number of Number of

Science Science

Students Teachers

1. Government Boys Secondary School Mamman Vice 120 3

Adamu

2. Maryam Abacha Government Girls Secondary School 650 5

3. Government Boys Secondary School Kwakwachi 750 3

41
 4. Government Girls Secondary School, Aisha Shehu 450 4

5. Government Girls Secondary School Dabo 432 5

6. Army Day Science Secondary School Girls 500 3

7. Government Secondary School R/Lemo 495 3

8. Government Girls Secondary School Tudun Bojuwa 180 4

9. Government Secondary School Tudun Bojuwa 420 3

10. Government Girls Arabic Secondary School Fagge 204 4

11. Government Arabic Secondary School Kwachiri 495 6

12. Government Girls Secondary School Maikwatashi 405 5

13. Army Day Government Secondary School Boys 645 7

14. Government Secondary School Maikwatashi 663 8

15. Government College Kano (KTC) 360 4

16. Government Secondary School Haido 280 3

Total 6,335 70

Source: Kano State Secondary School Management Board, Zonal Education Office,

Nassarawa

3.1 SAMPLE AND SAMPLING TECHNIQUES

Simple random sampling was used in sampling the population. This is because; simple random

sampling requires that each member of the population have an equal chance of being selected (as

is the main goal of probability sampling). A simple random sample is selected by assigning a

number to each member in the population list and then uses a random number table to draw out

the members of the sample. The population of the study comprises of sixteen (16) Secondary

Schools with the total population of 6,335 students with 70 teachers respectively in Fagge Local
42
Government of Kano State. Therefore, in accordance to Krejcie and Morgan Table the

population sample of 361 should be collected from the total of 6,335 which tallies with the total

population of Science Students in four schools.

Therefore, the sample size for this study include 384- science students and 11- science teachers

making a total of 395-respondents for the study.

The population of both students and staff are:

S/N Name of Schools Number of Science Number of Science

Teachers Students
1. Government Boys Secondary 3 120

School Mamman Vice Adamu

2. Maryam Abacha Government 5 150

Girls Secondary School

3. Government Boys Secondary 3 114

School Kwakwachi

Total 11 384

Source: Kano State Secondary School Management Board, Zonal Education Office,

Nassarawa

3.5. INSTRUMENTATION

A structured questionnaire titled: The Performance of Students in Biology, Chemistry and

Physics in Some Selected Secondary Schools in Fagge Local Government Area of Kano State

was developed by the researchers to collect relevant data on the Performance of Students in

Biology, Chemistry and Physics in Some Selected Secondary Schools in Fagge Local

43
Government Area of Kano State. Questionnaire was used as the instrument for collection of data

due to the reasons below:

The responses are gathered in a standardized way, so questionnaires are more objective,

certainly more so than interviews.

Generally it is relatively quick to collect information using a questionnaire.

Potentially information can be collected from a large portion of a group using a

questionnaire.

The structured questionnaire consists of formulated questions with alternative answers to be

chosen by the respondents i.e. each respondent will chose the most suitable alternative to

him/her. Sometimes the question in the questionnaires are open-ended, leaving the respondents

to fill answers on their own or close ended, that is just yes/no is required from the respondents.

3.8 VALIDITY OF THE INSTRUMENT

To validate the questionnaire, three (3) copies of the draft will be given to experts in the

Department of Science and Technology Education (STE) in Bayero University, Kano. Their

observations and correction was incorporated in the final draft which will be subsequently used

for the study after a test of reliability.

3.9 RELIABILITY OF THE INSTRUMENT

To establish the reliability of the study, a test-retest method as suggested by Anastasia (1976)

was used. Six respondents comprising of three (3) males and three (3) females staff of Science

Subjects from Assurance Academy who were not included in the study but were like the selected

sample were used for the test, the questionnaire meant for the study were administered to them.

44
One week later, the same instrument was administered to them again and method of collecting

was same both ways. Also, the reliability coefficient for the study was found to be 0.90.

3.8. PROCEDURE FOR DATA COLLECTION

The researchers went to the schools with the permission of the principals to administer the

questionnaires to science students and science teachers. The researchers met with each student

among the twenty-five selected students per secondary school in each of their class. A week

later, 85% of the questionnaires were retrieved by the researcher.

3.10 PROCEDURE FOR DATA ANALYSIS

The responses to be collected for the research work were analyzed using frequency (f), mean ( )

and percentage (%).

45
 CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND DISCUSSION

4.1 INTRODUCTION

The main purpose of this study is to investigate the performance of students in science subjects

in some selected secondary schools in Fagge Local Government Area. It is also aimed at

suggesting remedies to this problem. This chapter is aimed at analyzing the data collected with

the questionnaire in some selected Secondary Schools in Fagge Local Government Area of Kano

State. i.e.

i. Government Boys Secondary School Mamman Vice Adamu.

ii. Maryam Abacha government girls secondary school

iii. Government Boys secondary school Kwakwachi.

4.2. PRESENTATION AND ANALYSIS OF THE DATA COLLECTED FROM

STUDENTS

Table 4.2-4.2 shows the breakdown of students responses.

TABLE 4.1 SHOWS THE PRESENCE OF LABORATORY

Responses Responses Total

Do you have laboratory in Yes No
your school?
90 0 90

Percentage 100% 0% 100%

46
Table 4.2 shows that 100% of the school have laboratory while 0% of the schools have no

laboratory.

TABLE 4.2 SHOWS THE NATURE OF THE LABORATORIES

Responses Equipped Fairly equipped Not equipped Total

Nature of the 18 12 60 90

laboratory

Percentage 20.0% 13.3% 66.7% 100%

From the table 4.2, 20% of the respondents view school laboratories to be equipped, while 13.3%

view it to be fairly equipped and 66.7% view it as not equipped.

TABLE 4.3 SHOWS WHETHER PRACTICAL ARE CONDUCTED

Do you perform practical? Responses Total

Yes No -

37 53 90

Percentage 41.1 58.9 100%

Table 4.3 shows that 41.1% of the respondents conduct practicals while 58.9 percent do not.

TABLE 4.4 SHOWS INTEREST OF STUDENTS IN PRACTICALS

Do you prefer Responses Total

theoretical classes to Yes No -

practical classes? 60 30 90

Percentage 66.7% 33.3% 100%

47
Table 4.4 shows that 66.7% of the respondents prefer practical classes, while 33.3% prefer

theoretical classes

TABLE 4.5 SHOWS THE SUBJECTS THAT STUDENTS LIKE BEST

Subjects Responses Percentage

Physics 21 23.3

Chemistry 15 16.6

Biology 1 18.8

Mathematics 19 21.1

Agric. Science 8 8.8

Geography 10 11.1

Total 90 100%

Table 4.5 shows that 23.3% likes physics, 16.6% likes chemistry, 18.8% likes biology, 21.15

likes mathematics, 8.8% likes Agric and 11.1%likes geography

48
TABLE 4.6 SHOWS SUBJECTS THAT ARE DIFFICULT TO STUDENTS

Subjects Responses Percentage

Physics 8 8.8

Chemistry 6 6.6

Biology 12 13.3

Mathematics 62 68.8

Agric. Science 2 2.2

Total 90 100%

From the table above, 68.8% of the respondents consider mathematics as the most difficult

subject, 13.3% biology, 8.8% physics, 6.6% chemistry and 2.2% agricultural science.

TABLE 4.7 SHOWS WHETHER OR NOT THE MALE PERFORM BETTER IN

SCIENCE SUBJECTS

Do female students perform Responses Total

better than male in your class? Yes No

47 43 90

Percentage 52.2 47.8 100%

From the table above, 52.2% believe that female students perform better than male in Physics;

Biology and Chemistry, while 47.8% believe that male students perform better than female.

49
TABLE 4.8 SHOWS WHETHER THE STUDENTS UNDERSTAND THE TEACHERS

METHOD OF TEACHING

Do you understand your Responses Total

teachers method of teaching? Yes No

50 40 90

55.6 44.6 100%

Table 4.8 shows that 55.6% of the students understand their teachers method of teaching while

44.6% do not

TABLE 4.9 SHOWS THE ATTITUDES OF STUDENTS TOWARDS SCIENCE

SUBJECTS

Do you have problem in the Responses Total

learning of mathematics that Yes No

prevents you from performing
70 20 90
well in science?

Percentage 77.8% 22.2% 100%

From the table above, 77.8% of the respondents have difficulties in learning mathematics while

22.2% do not have any difficulty.

50
TABLE 4.10 SHOWS WHETHER THE PEER GROUP ENCOURAGES THE

STUDENTS TO HAVE INTEREST IN SCIENCE

Do you organize group Responses Total

discussions with your peers? Yes No

57 33 90

Percentage 63.3% 36.7% 100%

From the table above, 63.3% of the respondents do conduct group discussions with their peers,

while 36.7% of the respondents do not.

TABLE 4.11 SHOWS THE AVAILABILITY OF INSTRUCTIONAL MATERIALS

Do your teachers use Responses Total

instructional materials in their Yes No

teaching?
22 68 90

Percentage 24.4% 75.6% 100%

From the table above, 24.4% of the sample testifies to the fact that teachers use instructional

materials to teach while 75.6% do not testify to that.

51
TABLE 4.12 SHOWS HOW OFTEN INSTRUCTIONAL MATERIALS ARE USED

Number of Times Responses Percentage

Once in a time 18 81.8%

Twice in a time 4 18.2%

Others specify 0 0%

Total 22 100%

From the table above, 81.8% of the respondents that testify to the using of instructional materials

by the teachers consider the usage to be once in a term and 18.2% of them consider the usage to

be once in a term.

TABLE SHOWING THE RESPONSES SHOWS THE RESPONSES OF THE

TEACHERS ON THE PERFORMANCE OF STUDENTS IN PHYSICS, CHEMISTRY,

AND BIOLOGY

TABLE 4.13 DISTRIBUTION OF TEACHERS BY SEX

Sex Responses Total

Male Female

8 3 11

72.7% 27.3% 100%

From the table above, 72.7% of the teachers are male while 27.3% are female.

52
TABLE 4.14 DISTRIBUTIONS OF SCIENCE TEACHERS BY AGE

S/N Range of years Responses Percentage

a. 20-25 years 1 9.1%

b. 26-30 years 6 54.5%

c. 31-35 years 3 27.3%

d. 36-40 years 1 9.1%

e. Above 40years 0 0%

Total 11 100%

From table 4.14 above, 9.1% of the teachers are between the ages of 20-25, 54.5% are between

the age of 26-30, 27.3% are between the age of 31-35, 9.1% of the teachers are between the age

of 36-40 while there is no teacher that fall between the age of 40 and above.

TABLE 4.15 TEACHERS QUALIFICATION

S/N Qualification Responses Percentage

a. PhD - 0%

b. M.sc - 0%

c. B.sc(Ed) 2 18.2%

d. B.sc 4 36.4%

e. N.C.E 4 36.4%

f. HND 1 9.1%

Other qualification

Total 11 100%

53
From the table above, none of the teachers have PhD and M.sc as a qualification, 18.2% of the

teachers are B.sc(Ed) holders, 36.4% are B.sc holders 36.45 are N.C.E holders while 9.1% are

HND holders.

TABLE 4.16 TEACHING EXPERIENCE

Teaching Experience (years) Responses Percentages

1-5years 10 90.9%

6-10 years 1 9.1%

11-15 years - 0%

Above 15 years - 0%

11 100%

From the above table, majority (90%) of the teachers have experience between the age of 1-

5years, while 9.1% have experience between the age of 6-10years. And there is no teacher with

experience above 11 years.

TABLE 4.17 DISTRIBUTION OF TEACHERS ACCORDING TO SUBJECTS

S/N Subjects Responses Percentage

a) Physics 6 54.5%

b) Chemistry 1 9.1%

c) Biology 2 18.2%

d) Combine 2 18.2%

Total 11 100%

From the table above, 54.5% are biology teachers, 9.1% are chemistry teachers, 18.2% are

physics teachers while 18.2% combine the science subjects.

54
TABLE 4.18 INSTRUCTIONAL TECHNIQUES COMMONLY USED BY THE

SCIENCE TEACHERS

S/N Instructional Techniques Responses Percentage

a) Lecture method - 0%

b) Experimental/Practical 4 36.4%

c) Audio Visual Aid 1 9.1%

d) Field trip 2 18.2%

e) Demonstration method 2 18.2%

f) Discussion 2 18.2%

g) Others specify - 0%

Total 11 100%

From the table above, none of the teachers use to apply lecture method, 36.4% apply

experimental method, 9.1% apply audio visual method, 18.2% apply field trip, 18.2% apply

demonstration, and 18.2% apply class discussion method.

TABLE 4.19 NUMBERS OF PERIODS PER WEEK

S/N Times per week Responses Percentage

1. Once - 0%
2. Twice 6 54.5%
3. Trice 5 45.5%
4. Four times - 0%
5. Others - 0%

Total 11 100%

55
From the above table, none of the teachers teach once in a week, 54.5% teach twice in a week,

45.5% trice in a week and no teacher teaches four times in a week.

TABLE 4.20 SHOWS WHETHER TEACHERS TAKE SUBJECTS OTHER THAN

THEIR AREA OF SPECIALIZATION

Are you teaching any other Responses Total

subject apart from your main Yes No

subject? 2 9 11

Percentage 18.2% 81.8% 100%

Form the table above, 18.2% of the teachers teaches other subjects apart from their main subjects

while 81.8% do not.

TABLE 4.21 SHOWS NUMBER OF STUDENTS PER CLASS

Does the number of the Responses Total

students in your class exceed Yes No

thirty five? 11 - 11

Percentage 100% 0% 100%

From the table above, all the teachers have more than thirty five students in their class.

TABLE 4.22 PERFORMANCES OF STUDENTS

Have you rate the performance Responses Total

of the students in your
subject? Good Bad Average

3 2 6 11

Percentage 27.3% 18.2% 54.5% 100%

56
From the table above, 27.3% of the teachers view the performance of their students to be good,

18.23% view it to be bad and 54.53% view it to be average.

TABLE 4.23 SHOWS THE LABORATORY FACILITIES

Do you have enough Responses Total

laboratory facilities? Yes No

0 11 11

Percentage 0% 100% 100%

From the table above, all the teachers agree that there are no enough laboratory facilities in the

laboratories.

TABLE 4.23 SHOWS HOW OFTEN PRACTICALS HOLD

S/N Number of times Responses Percentage

a. Once - 0%

b. Twice - 0%

c. Others (Not at all) 11 100%

Total 11 100%

From the table above, teachers do not conduct practicals on weekly basis.

TABLE 4.25 SHOWS WHETHER SYLLABUS ARE ADEQUATE

Do you feel that the syllabuses Responses Total

are adequate? Yes No

6 5 11

Percentage 54.5% 45.5.% 100%

57
From the table above, 54.5% of the teachers view the syllabus to be adequate while 45.5% view

syllabus to be inadequate.

TABLE 4.26 SHOWS AVAILABILITY OF STANDARD TEXTBOOKS

Do you have science Responses Total

textbooks that are standard? Yes No

6 5 11

Percentage 54.5% 45.5.% 100%

From the table above, 54.5% of the teachers view the textbooks to be adequate while 45.5% view

58
 4.3 SUMMARY

4.3.1 STUDENTS QUESTIONNAIRE

The summary of the responses of students to the performance of students in physics, chemistry

and biology in some selected secondary schools in Fagge Local Government of Kano State.

i. From table 4.1 the percentage of the respondents that confirm the presence of laboratory

in their school is 100% while those that do not confirm the presence of laboratory is 0%

ii. From the table 4.2 20% of the respondents view it to be equipped, 13.3% view it to be

fairly equipped and 66.7% view it as not equipped.

iii. From table 4.3 41.1% of the respondents conduct practicals while 58.9% do not.

iv. From table 4.4 66.7% of the respondents prefer practical classes while 33.3% prefer

theoretical classes.

v. From table 4.5 23.3% like physics, 16.6% like chemistry, 18.8% like biology, 21.1%

mathematics, 8.8% like agric and 11.1% like geography.

vi. From the table 4.6 68.8% of the respondents consider mathematics as the most difficult

subject, 13.3% biology, 8.8% physics, 6.6% chemistry and 2.25 agriculture science.

vii. From table 4.7, 52.2% believe that the female students perform better than male in

physics, chemistry and Biology while 43.8 believe that male students perform better than

female.

viii. From table 4.8, 55.6% of the respondents understand their teachers method of teaching

while 44.6% do not.

ix. From table 4.9 all the respondents will like to be scientists.

x. From table 4.10 77.8% of the respondents have difficulties in learning mathematics

while 22.2% do not have any difficulties.

59
 xi. From table 4.11 63.3% of the respondents do conduct group discussion with their peers

while 36.7% of the respondents do not

xii. From table 4.12 24.4% of the respondents testify to the fact that teachers use

instructional materials to teach while 75.6% do not testify to that.

xiii. From table 4.13, 81.8% of the respondents that testify to the using of instructional

materials by the teachers consider the usage to be once in term and 18.2% of them

consider the usage to be once in a term.

4.3.2 TEACHERS QUESTIONNAIRE

The summary of the teachers responses to the performance of students in Physics, Chemistry

and Biology in some selected secondary schools in Fagge Local Government Area, Kano State

as follows:

i. From the table 4.14, 72.7% of the teachers are male while 27.3% are female.

ii. From table 4.15, 9.1% of the teachers are between the ages of 20-25, 54.5% are between

the age of 26-30, 27.3% are between the age of 31-35, 9.1% of the teachers are between

the age of 36-40 while there is no teacher that fall between the age of 40 and above.

iii. From table 4.16, none of the teachers have PhD and M.sc as a qualification, 18.2% of the

teachers are B.sc(Ed) holders, 36.4% are B.sc holders 36.45 are N.C.E holders while

9.1% are HND holders.

iv. From table 4.17, majority (90%) of the teachers have experience between the age of 1-

5years, while 9.1% have experience between the age of 6-10years. And there is no

teacher with experience above 11 years.

v. From table 4.18, 54.5% are biology teachers, 9.1% are chemistry teachers, 18.2% are

physics teachers while 18.2% combine the science subjects with other subjects.
60
 vi. From table 4.19, none of the teachers use apply lecture method, 36.4% apply

experimental method, 9.1% apply audio visual method, 18.2% apply field trip, 18.2%

apply demonstration, and 18.2% apply class discussion method

vii. From table 4.20, none of the teachers teach once in a week, 54.5% teach twice in a week,

45.5% trice in a week and no teacher teaches four times in a week.

viii. From table 4.21, 18.2% of the teachers teach other subjects apart from their main subjects

while 81.8% do not.

ix. From table 4.22, all the teachers have more than thirty five students in their class.

x. From table 4.23, 27.3% of the teachers view the performance of their students to be good,

18.23% views it to be bad and 54.53% view it to be average.

xi. From table 4.24, all the teachers agree that there are no enough laboratory facilities in the

laboratories.

xii. From table 4.25, teachers do not conduct practicals on weekly basis.

xiii. From table 4.26, 54.5% of the teachers view the syllabus to be adequate while 45.5%

view syllabus to be inadequate.

xiv. From table 4.27, 54.5% of the teachers view the textbooks to be adequate while 45.5%

view the textbooks to be inadequate.

xv. Teachers also suggest different solutions to the problems such as: a). increasing the

number of periods for science subjects b). reducing the number of class teachers take c).

increasing the number of times for practical and having adequate and up-to-date facilities.

61
62
 CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction

In this chapter, the summary presents the highlights of the major findings. The conclusion gave

the inference drawn from the findings. Meanwhile, the recommendations considered possible

remedies to identified problems of the study as well as areas for further research.

5.2 Summary of the Work

Education is the bedrock and the foundation towards higher knowledge. Unfortunately, there

have been outcries over the persistently poor performance of Secondary School Students in

Physics, Chemistry and Biology. Therefore, this study is directed at examining the performance

of students in Physics, Chemistry and Biology in Fagge Local Government Area of Kano State,

Nigeria. In reviewing literatures, this research gives highlight on the concept of poor academic

performance; effects of Mathematics on the learning of Physics, Chemistry and Biology; the

role of science laboratory in teaching Physics, Chemistry and Biology; academic achievement in

Biology with suggested solutions in selected Secondary Schools in Kano State, Nigeria; poor

performances of Senior Secondary School students in Chemistry in Nigeria; and factors that

affect students academic performance in Physics.

The design that was employed in this study is a survey design. The area of study of this research

comprises of one local government area in Kano State, which is Fagge Local Government Area

of Kano State. The population of the study comprises of sixteen (16) Secondary Schools with the

total population of 6,335 students with 70 teachers respectively in Fagge Local Government of

Kano State. Therefore, in accordance to Krejcie and Morgan Table the population sample of 361
63
should be collected for the total of 6,335 which tallies with the total population of Science

Students in four schools. A structured questionnaire titled: The Performance of Students in

Biology, Chemistry and Physics in Some Selected Secondary Schools in Fagge Local

Government Area of Kano State was developed by the researchers to collect relevant data. The

data collected with the questionnaire were from some selected Secondary Schools in Fagge

Local Government Area of Kano State. i.e. Government Boys Secondary School Mamman Vice

Adamu, Maryam Abacha government girls secondary school and Government Boys secondary

school Kwakwachi.

5.3 Conclusion

The following findings are based on the analysis of data obtained in chapter four.

Most number of students views their laboratories as there are not equipped.

Most of the students do not conduct practicals.

The most difficult science subject is mathematics

Female students perform better than male in physics, chemistry and Biology.

Most of the students do conduct group discussion with their peers

Most teachers do not use instructional materials to teach

5.4 Recommendation

Based on the findings of the study, the following recommendations are offered in order to

improve students performance in Physics, Chemistry and Biology:

Special training should be provided for the physics, chemistry and Biology teachers to

enhance on the job performance in producing students with good outputs.

64
 The authorities should provide and retain qualified teachers and provide adequate

teaching and learning facilities and equipments to schools. Teachers preparation

programme should be student centered. They should show equal concern and treatment to

students and have knowledge of classroom interaction that serve to undermine students

self esteem, academic achievement and ultimately professional preparation so that they

are adequately prepared to face the future with hope.

Chemistry, Physics and Biology laboratories should be established in all the secondary

schools in Fagge Local Government Area of Kano State.

Both teacher and students should be involved in the design of teaching and learning

materials.

Transfer of whatever is learnt in the classroom should be adopted by teachers because it

enables students to appreciate the relevance of the subjects in different spheres of human

life. As it was found, more opportunities for students to actively participate in the

analysis of problems will improve confidence in solving Chemistry, Biology and Physics

problems.

The ministry of education Kano should be evaluating the teaching of science by Kano

state science teachers periodically.

The Kano state ministry of education should give priority to the professional academic

qualifications of the prospective teachers.

It is also recommended that similar researchers could carried out with more

encompassing geographical scope and involving other science subjects offered in Nigeria

senior secondary schools in order to enhance better generalization of the study.

65
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Jimoh, (2000), Perceptional Learning Condition in Physics, Journal of Education, College of

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Majikoya, A. I. (2001), Problem facing the Teaching and Learning of physics In Secondary

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African Journal of Educational Studies in Mathematics and Sciences Vol. 3 (2005)

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Losser, E. (1980), A Critical Review of the Role of the Laboratory in Science Teaching,

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 APPENDIX i

Krejcie and Morgan Table

69
 APPENDIX ii

STUDENTS QUESTIONNAIRE

STUDENTS PERFORMANCE IN SCIENCE SUBJECTS

Please fill this questionnaire as far as possible. All information supplied will be treated

confidentially.

1. Gender: (a)Male { } (b) Female { }

2. Age: (a) 12-16 { } (b) Above 16 { }

3. Do you have laboratory in your school? (a) Yes { } (b) No { }

4. What is the nature of your laboratory? (a)equipped { } (b) fairly equipped { } (c)

not equipped { }

5. Do you perform practicals? (a) Yes { } (b) No { }

6. Do you prefer theoretical classes to practical class? (a) Yes { } (b) No { }

7. Among the science subjects which one do you like the best and why? ------------------------

8. Which of the science subjects is more difficult to you? -----------------------------------------

9. Do female students perform better than male students in your class? -------------------------

10. Do you really understand your teachers method of teaching? (a) Yes { }(b) No { }

11. What is your attitude towards science education? ------------------------------------------------

12. Would you like to be a scientist? (a) Yes{ } (b) No { }

13. Do you have any problem in the learning of mathematics that prevents you from

performing well in science? (a) Yes { } (b) No { }

14. Does your organize group discussion with your peers(a) Yes { } (b) No { }

15. Do your teachers use instructional materials in their teaching? (a) Yes { } (b) No{ }.

16. If yes. How often? (a) 1time { } (b) 2times{ }.

70
 APPENDIX iii

QUESTIONNAIRE FOR TEACHERS

Kindly assist in filling this questionnaire so as to enable us conduct a research on The

Performance of Students in Biology, Chemistry and Physics in Some Selected Secondary

Schools in Fagge Local Government Area of Kano State. The information supplied will be

treated confidentially. Pleases answer the questions below:

SECTION A: PERSONAL DATA

Instruction: in questions 1-6, tick [ ] the response that applies to you.

1. Sex: Male { } Female { }

2. Age: 20-25 years { } 26-30 years { } 31-35 years { } 36-40years { }

Above 40 years { }

3. Educational Qualification: PhD { } Msc { } Bsc. (Ed) { } Bsc { }

NCE { }

Others specify--------------------------------------------

4. Teaching experience: 1-5 years { } 6-10 11-15 years { } Above 15 years {

5. Teaching subject: Biology { } Chemistry { } Physics { } Combined { }

SECTION B

6. Tick { } the appropriate response. Below are instructional techniques commonly used

for teaching science?

i. Lecture method { }

ii. Experimental practicals { }

iii. Field trip/outdoor activities { }

iv. Audio visual aids { }

71
 v. Demonstration { }

vi. Class discussion { }

vii. Others please specify ---------------------------------------------------------------------

7. How often do you teach per week in class?

1{ } 2{ } 3{ } 4{ } others specify

8. Are you teaching any other subject apart from your main subject?

Yes { } No { }

9. Does the number of the students in your class exceed thirty five (35)?

Yes { } No { }

10. How do you rate the performance of your students in the subject(s) you teach?

Good { } Average { }

11. Do you have enough laboratory facilities? Yes { } No { }

12. How often do you perform practical per week? 1{ } 2{ }

Others specify { }

13. Do you feel that the science syllabus is adequate enough? Yes { } No { }

14. Do you have enough standard textbooks that are adequate and suitable for science

subjects? Yes{ }

No { }

15. What are your suggestions on the improvement of students performance in Biology,

Chemistry and Physics?

i. ---------------------------------------------------------------------------------------------

ii. ---------------------------------------------------------------------------------------------

iii. ---------------------------------------------------------------------------------------------

iv. ---------------------------------------------------------------------------------------------
72