Secondary School Students’ Scientific Attitudes and Skills Development in the Niger Delta States of Nigeria: Role of the Development Commission

Abstract

This study was carried out to ascertain the implications of teaching and learning secondary school science in well equipped science laboratories, especially from the view points of the end users - the students, teachers and school administrators. The focus of the study was on the development of scientific and problem solving skills as well as attitude of the students towards science. The study sought justification or otherwise of the science laboratory equipment intervention initiative by Nigeria’s Niger Delta Development Commission (NDDC) in some secondary schools in the region. Three research questions were raised. Hypothesis testing focused on whether or not there was gender bias in the responses. Relevant literature was reviewed, the summary showed consistent positive effect of science laboratory hands-on teaching strategies on attitudinal and skills developments among secondary school students. A descriptive design was adopted for the study. Research instruments constructed in the Likert format, targeted at the different categories of respondents, was used to gather data. A sample of 1,050 respondents drawn from 42 out of 50 schools that received NDDC intervention in all nine states in the region was used. Every state in the region was, therefore, represented. Data gathered was analyzed item by item, in proportions, while stated null hypotheses were tested with t-test statistics. Results showed that majority of the respondents returned “Agreed”, based on a bench mark average score of 2.5, on the positive impacts of the science laboratory equipment intervention by NDDC on variables of the study. However, a few items received less than the 2.5 bench mark score and were noted. All null hypotheses tested were accepted. Recommendations were based on the findings, including that governments and education funding agencies should prioritize equipping of secondary school science laboratories while considering re-training of science teachers as part of any future science equipment intervention strategy, for maximum benefits.