INNOVATIONS IN SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION IN NIGERIA, Ebele C. Okigbo, Nneka R. Nnorom, Ernest O. Onwukwe [best reads .TXT] 📗

order thinking skills in Nigerian students. Journal of the Science Teachers Association of Nigeria, 45 (1 & 2); 85 – 92.

Adeyala, J. (2003). Problems of teaching science in large class at the junior secondary school level: implication for learning out-coming. Unpublished master thesis, University of Ibadan.

Akilu, S.I; Mudassir Y.S & Aliu .A. (2019) Science Teachers Competency and knowledge in implementing integrated STEM curriculum. Proceeding of the 60th Annual Conference of Science Teachers Association of Nigeria (STAN), 37 – 45.  

Anyaegbunam, N.J, Nwodo, B.I & Ebribe, D.E (2015). Effective application of constructionist theatre instruction (CTI) procedures for improving achievement and attitudes of biology students. Proceeding of 56th Annual Conference of Science Teachers Association of Nigeria (STAN) PG 102-111

Chief Examiners’s Report, West African Examination Council 2012-2017.

Ejiwale. J. (2013). Barriers to successful implementation of stem education. Journal of Education and Learning, 7 (2); 63 – 74

Eromosele, O.E & Ekholuenetale, M. (2016). Effect of fields – based instructions on students understanding of ecological concepts in public secondary schools, Benin City, Nigeria: An Experimental study. IOSR Journal of Research and method in Education, 6 (4); 47 – 58. Retrieved from www.IOsrjournals.org Dol: 10979017388.

Ezekannagha G.N (2018). Teaching Science, technology, Engineering and mathematics (STEM) for self – reliance in Nigeria: challengers and strategies. Perspective on science and technology education in Nigeria. A book in Honour of Professor Eunice A.C. Okeke, Mini (1); 69 – 80.

Gertner, J. (2012) The idea factory: Bell labs and the golden age of American innovation. New York, Ny: the Penguin press.

Kraft, R.J (1994). Teaching and learning in Ghana. Baulder, c.o: Mitchell group.

Larkum, A. (2011). What Biology is all about? Retrieved from http://ojes.suue-edu/ojs/index.php/ijaas/article/viewfile /11 3/117  

Lord, T.A (2005), Inquiry Based Cooperative learning that works in college science. A Presentation at NSTA conference in Dallas TX, 21st March

Marrison. J. (2006) TIES STEM Education Monograph series attributes of STEM education. Retrieved on 6/7/2018 from http://www.curretechintegrates.com /pdf/STEM education Article 4  

Mcheeown, A., (2011). Promoting geography in school. Teaching geography, 36 (2) 72-73

Miles, M.B (ed) (1964). Innovation in Education. New York: teachers Colleges. Google Scholar. Journal of Emerging trends in Educational Research and Policy Studies (JETERAPS) 7 (3); 234 – 241

Neteiyin, C. (2012). Survey of the constrainsts of teachers in the implementation of practical biology in Giwa local government Kaduna State. Eurasia Journal of Physics and Chemistry Education, 2 (2); 11-15.

Nwafor, O.M., (2007). Educational innovation process and products. Onitsha, Nigeria (STAN) 322 – 332.

Nwala, T.U. (1997). Definitions, Branches and Aims of Science in Nwala T.U (ed) History and Philosophy of science. Nsukka:  Niger books publishing Co.Ltd.

Nzewi, U, (2005). Student cognitive achievement in senior secondary school biology,  Journal of Science Teachers Association of Nigeria (JSTAN), 39 (2); 83-89.

Obialor, C.O (2016). Effect of project work on students’ science process skill acquisition and achievement in secondary school biology. Masters thesis.  Department of science Education, Nnamdi Azikiwe University, Awka.

Obialor, C.O. (2018). The Place of science education in national development and factors affecting its effectiveness. Management, Society and Development. A festschrift in Honour of Prof. J – O Ogbuagu, Mni (1); 319 – 331.

Okebukola, P. (2007) Science, Technology and Mathematics for sustainable Development. Keynote Address Golden Jubilee Anniversary conference of STAN in Sokoto, April 23rd.

Okeke, E.A.C & Ochuba, V.C (1986).  The level of understanding of selected Biology Concept among Nigerian secondary schools certificate candidates. Journal of Science Teachers Association of Nigeria, 39 (192); 96-102.

Okoli, J.N (2006), Effect of investigative laboratory approach and expository method on acquisition of science process skills in biology by students at different levels of Scientific literacy. Journal of Science Teachers Association of Nigeria (JSTAN), 41 (1 & 2); 79 – 88.

Okpala, P.N (2012) Reforms in Science, Technology, Engineering and Mathematics Education. Keynote Address STAN 54th Conference.

Tavis, M & Lord F.A (2014). Traditional and Constructive Teaching Technique. Journal of College Science Teaching, 34 (31); 12-14.

Tsupros, N., Kohler, R. & Hallinen J. (2009) STEM education: A project to Identify unit 1 and Carnegie mellon; pennsylvania.

Udoh, K.I & Udofia N.A (2017). Using swot analysis to evaluate the new senior secondary school curriculum, An Innovation in the Nigeria Educational System. Proceedings of the 60th Annual Conference of Science Teachers’ Association of Nigeria (STAN), 170-178

Umar, A.A (2011). Effect of biology practical activities on students’ process skill acquisition in Minna, Niger State. JOSTMED 7 (2)

Usoro, .O. (2019). Innovative strategy for teaching separation techniques, salt Acid and Gas from unripe plantain peels extraction. Proceedings of the 60th Annual Conference of Science Teachers’ Association of Nigeria (STAN); 179 – 186.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                                                                               

 

 

 

 

 

 

SECTION FOUR

 

 

MENTORING IN SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION

 

 

 

 

 

 

 

 

 

 

 

 

 

MENTORING AS AN AVENUE FOR ENHANCING SCIENCE AND TECHNOLOGY TEACHER RETENTION IN TEACHER EDUCATION INSTITUTIONS (TEIs)

 

Dr. Marcellinus C. Anaekwe

 

Abstract

The primary goal of every establishment whether private or public is to ensure sustainability and attainment of organizational goals. The achievement of this goal is dependent on the extent to which the leadership directs and co-ordinates the organization and aligns their day-to-day activities towards the overall goal of the establishment. In other words, leadership provides the direction to which the subordinate staff would follow. In educational institutions, such as Universities, Polytechnics or Colleges of Education, the academic leadership role at Faculties and Departments fall on the Deans, Heads of Department, Professors, Chief lecturers and other senior ranking Staff, whose responsibility is, to mentor the subordinate staff in tandem with the goals of the institution. By following the guidance of the senior colleagues in an educational establishment, the subordinate staff grows professionally in his/her chosen field of endeavour.  Effective mentoring relation is a powerful tool towards professional development in Teacher Education Institutions (TEIs). This paper concludes by adducing a  number of strategies for mainstreaming mentoring relationships in Teacher Education Institutions as an avenue for retention of science and technology teachers in the system.

Keywords: Mentoring, Teacher, Teacher Education Institutions, Science and Technology.

 

Introduction

 

The word mentor has been variously defined. FGP (2015) defines a mentor as someone who teaches or gives help and advice to a less experienced and often younger person. The wikipedia defines mentoring as “employee training system under which a senior or more experienced individual (the mentor), is assigned to act as an adviser, counsellor, or guide to a junior or trainee. The mentor is responsible for providing support to, and feedback on, the individual in his/her charge. Furthermore, the concept of mentorship was looked at as a relationship in which a more experienced person or more knowledgeable person helps to guide a less experienced or less knowledgeable person. The mentor may be older or younger than the person being mentored, but he/she must have a certain degree of expertise or skills which the mentee so much desires.  An educational institution like College of Education, School of Technical/ Teacher Education in some Polytechnics or a Faculty in a University charged with the responsibility of training professional teachers is referred to as a Teacher Education Institution (TEI). It is expected that effective mentoring relationship abound among  the superior and sub-ordinate staff and trainees of TEIs.

 

Various definitions of science abound. The New Encyclopaedia Britannica (1995) defined science as the knowledge of the world of nature.  Generally, science is regarded in three main ways as:

 

 

As a body of knowledge such as biology, chemistry, physics, etc;

A process of acquiring knowledge about nature through observing, defining problem, hypothesizing, etc;

An institution which comprises of numerous experts/scientists who cooperate among themselves  and engage in the study and development of human knowledge as we have in hospitals, industries, research and educational institutions.

Technology is the application of scientific knowledge and research in developing processes and products for the improvement of the living conditions of man in his environment. The word technology is characterized by activities, techniques, devices, procedures, processes and materials (NOUN, 2004).

 

Science and Technology (ST) education equips man with theoretical knowledge to explain how the world events and objects around us originate, develop, operate or function. They also enable man to predict how they will behave in future and thus enables him to control their behaviour using appropriate instruments for such control. ST education also provides man with practical knowledge in terms of the various ways, mechanisms and instruments so developed by man to control objects and phenomena. Considering the theoretical and practical knowledge dimensions inherent in Science, Technology, Engineering and Mathematics (STEM), one can conclude that it is not only a source of knowledge but also a source of power. For instance, the categorization of countries of the world today, into developed and developing nations is purely based on the extent of ST–potentials which such countries have garnered and are capable of utilizing for their socio-economic and technological development. It is therefore, not surprising that developing countries of the world including Nigeria, strives to place emphases in ST education at all levels of her education system.  

 

Regrettably, most Nigerian ST teachers particularly in TEIs see the teaching career as a bird of passage which would be dropped as soon as an alternative job is secured. One then wonders how the lofty goals of ST education in the country would be attained in a situation where there is paucity and ill-motivated human power to drive the classroom instructional delivery.

 

Status of Science and Technology Teachers in TEIs:

The status of Science and Technology (ST) teachers in TEIs in Nigeria can be characterized as:

Inadequate in number: Human presence in ST disciplines in Nigeria has been limited by a number of socio-cultural constraints including gender stereotyping of careers, religious practices which allows limited access for women/girls to education, among others.

Paucity of Role Models and Mentorship Programmes: There are very few distinguished academics in ST education disciplines in proportion to the prospective trainees that are in need of mentoring.

Inappropriately trained: Possession of a good chunk of theoretical knowledge but deficient in practical skills as a result of little or no exposure to laboratory and workshop practices, coupled with paucity of requisite instructional materials, reagents and equipment.

Lacking in Information and Communication Technology (ICT) skills: Mostly ST teachers are trained as analogues and are reluctant to undergo ICT-capacity training to be up-dated in digital competence and skills.  This leaves a situation whereby the younger graduates and student-trainees are superior in possession of digital skills in comparison to most of their teachers.

Poorly remunerated: Teachers are poorly remunerated. They often embark on strike actions to press home their demand for payment of statutory salaries and allowances, especially in private TEIs.

Poorly motivated: They are often not-sponsored to conferences, no provision for social securities.

 

Paucity of ST teachers in TEIs is partly an outcome of inability of the education system to recruit and retain the available ones in the system. It is not just as if teacher trainees in Nigeria are highly aversive to ST education as much as that the unattractive working environment has made retention on the job practically difficult. A good percentage of the available ST education teachers in TEIs in Nigeria are there as birds of passage waiting for an opportunity to migrate to a greener pasture abroad or locally to a better–remunerated job. It is a commonplace for ST education graduates after waiting to no avail, for jobs in their trained vocation to drift to private business ventures or to further their career in Management and Business Studies via the Postgraduate Diploma (PGD) programme, all in a bid to land at a more readily rewarding career.

 

Corroborating the lack-luster working environment at which ST education teachers find themselves, Njoku (2018), asserted that teachers in most African countries complain about  their remuneration and other earned allowances which are not given to them when due. In several African countries, teachers have to embark on strike actions to press home their demands for their remunerations and allowances. Thus, teachers in general feel demotivated and they fail to do their jobs well. Consequently, many of them would readily drop the job at the slightest opportunity. Teaching is lowly rated among all professions hence, it does not attract and retain the best brains for training and induction. Furthermore, discussing the challenges of teaching Science, Technology, Engineering and Mathematics (STEM) for self-reliance, Ezekannagha (2018), identified poor motivation