Challenges of Teaching Basic Science and Technology (BST) in Anambra State Public Schools

Abstract

This study investigated the challenges constraining effective
teaching of Basic Science and Technology (BST) in the public
schools of Anambra state. A research question guided the study
which adopted a descriptive survey research design. A sample of
six hundred and sixty-one (661) was composed of a population of
six thousand six hundred and fifteen (6615) BST teachers in the
State. Proportionate stratified random sampling technique was
used. A 21-item, four-point rating Questionnaire, developed and
validated by the researcher, was used for data collection. The
contents of the instrument were clustered into four sections
namely: Curricular Materials, Instructional Materials, Human
Resources and Teaching Methodology. The instrument, with a
reliability index of 0.75, was adjudged reliable and usable for the
study. Data were analyzed using simple mean ratings. Results
indicated among others that: BST curricula materials were
adequately provided to schools (mean=2.99), instructional
materials are inadequately supplied (mean=2.31), Relevant human
resource was in short supply (mean=1.93) as well as
Methodological shortcomings (mean=2.28). Some
recommendations including that: BST laboratories and equipment
should be provided in schools to complement the resources
available from immediate school environment; Training and
recruitment of specialist BST teachers and retraining of available
teachers in science disciplines, is a sine qua non towards realizing
the goals of teaching BST; Regular refresher courses are
necessary to update BST teachers' skills, knowledge of the subject
matter and teaching methodology, were made.