PROBLEMS OF TEACHING SCIENCE, TECHNOLOGY AND MATHEMATICS (STM): (A STUDY OF RURAL SECONDARY SCHOOLS IN SOKOTO STATE)

Abstract

This study investigated the problems of teaching science, Technology and Mathematics (STM) in rural secondary schools, of Sokoto State. A survey design was adopted using two instruments called Problems of Teaching STM in Rural Secondary Schools Questionnaires for students and teachers (PROT-STM-RUSSQ). The instruments were validated and have the reliability coefficients of 0.81 and 0.85 respectively. A stratified random sampling method was used to select 20 rural secondary schools out of 79 schools available in the three educational zones of the state. 200 students and 15 teachers were selected as samples. The students were randomly selected while all the science teachers available in each of the schools were administered the PROT-STM-RUSSQ by convenient sampling method. Simple percentages and frequency count were used for data analysis. Some of the major findings include:

1. Teachers do not teach STM in the spirit of the concept.
2. The STM curriculum lacks elements of indigenous knowledge and there is limited enrolment of students in the STM subjects.
3. Absence of modern information technology (IT) based instructional media such as computer and the internet.
4. Lack of innovation and skills for improvisation of science materials.
5. Complete absence of science library and school library facilities that are adequately stock with current science based materials.

It was concluded that STM teaching in rural secondary schools in Sokoto State have prospects in so far as the government adequately recruit qualified science teachers for the schools; provide good laboratories and laboratory equipment and facilities in line with modern IT thinking. It was recommended that the STM curriculum should be incorporated with elements of indigenous knowledge because it will seek to enrich tradition or modem Science, Technology and Mathematics Education by making it recognize the logic of indigenous knowledge and also the values of the community where the knowledge is to be used (Ardo 2004).