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