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Assessment of Teaching Effectiveness of Science Ethical Issue Concepts in Basic Science and Technology Curriculum in Junior Secondary School, Gombe State
Abstract:
The incorporation of ethical issues in science education is crucial for fostering responsible scientific practices and promoting ethical behavior among students. This study aims to assess the teaching effectiveness of science ethical issue concepts in the Basic Science and Technology curriculum within Junior Secondary Schools in Gombe State.
The. research adopts a mixed-methods approach, combining quantitative and qualitative techniques to gather comprehensive data on the teaching and learning of science ethical issues. The study sample consists of science teachers and Junior Secondary School students from a diverse range of schools within Gombe State.
Quantitative data will be collected through the administration of structured questionnaires to science teachers, focusing on their perceptions of the importance of teaching science ethical issues, the methods employed, and the challenges faced. Additionally, student questionnaires will gauge their understanding of science ethical issues and their attitudes towards ethical decision-making in scientific contexts.
Qualitative data will be obtained through in-depth interviews and classroom observations. Interviews will be conducted with science teachers to gain insights into their pedagogical strategies, experiences, and recommendations for improving the teaching of science ethical issues. Classroom observations will provide valuable information on instructional practices, teacher-student interactions, and the integration of ethical discussions within science lessons.
Data analysis will involve both descriptive and inferential statistical techniques for quantitative data, while qualitative data will be analyzed thematically. The findings will be triangulated to provide a comprehensive understanding of the current status of teaching science ethical issues in the Basic Science and Technology curriculum in Junior Secondary Schools in Gombe State.
The outcomes of this study will contribute to educational policy discussions and curriculum development efforts aimed at enhancing the teaching and learning of science ethical issues in Gombe State. The findings will inform strategies to improve teacher training programs, instructional materials, and pedagogical approaches, ultimately fostering ethical awareness and responsible scientific practices among students.
Keywords: science education, ethical issues, teaching effectiveness, curriculum assessment, Junior Secondary School, Gombe State.
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
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