Abstract:
The study investigated the status of teaching and learning of science in junior
secondary schools. An embedded mixed methods design, survey design and case
study design were employed. The study involved 36 basic science teachers and 377
learners for the quantitative part, and 10 teachers, five principals, two zonal
education directors, and 10 learners for qualitative part. Multistage sampling was
employed in this study. Questionnaires, performance tests, interviews, and
observation guides were the main instruments used to collect data. The findings of
the study indicated that basic science teachers did not fully understand the basic
science curriculum they were expected to implement. The teachers could not design
science activities for learners to learn through exploration, guide learners to
practise, and evaluate learners’ learning outcomes. All the schools involved in this
study have laboratories. However, these laboratories were not used for practical
work except in three schools where they used the laboratory space for basic science
lessons. The results further showed that the predominant teaching methods used in
the teaching of basic science were question and answer, lecture, and demonstration
methods. Teachers depended on the little available instructional materials in their
schools to deliver their lessons. The research concluded that teaching and learning
of science in the Junior Secondary Schools in Kebbi State were generally not good
since many teachers seemingly neglected the basic aspects of the subject. It is
recommended that basic science teachers be taken through in-service training,
seminars, and workshops on assessment skills to enable them to function effectively
in their role as teachers
