TYPOLOGY OF SECONDARY SCHOOL STUDENTS BEHAVIOURS IN SCIENCE CLASSROOMS IN NIGERIA
TYPOLOGY OF SECONDARY SCHOOL STUDENTS BEHAVIOURS IN SCIENCE CLASSROOMS IN NIGERIA
No Thumbnail Available
Date
1984-06
Authors
MARTINS, Olufunmilayo Oluronke
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Direct classroom observation studies by participant
and non-participant observers have been in vogue since
Flanders work in classroom Interaction Analysis was
first published two decades ago. Reports of such
observations have been a matter of suspect, as observed
teachers are often reported as saying that the reports
of such observations hardly reflect their intentions and
perceptions of what transpired in the observed classrooms.
The present study was undertaken to identify the prevalent
behaviours among the Nigerian secondary school students
in their science classes.
A major use of classroom observation studies has
been to describe typical classroom behaviours as models
for teacher preparation. To add to the abundant
published works in this area, the present study was
undertaken as an indirect approach to identify the
prevalent behaviours among the Nigerian secondary school
students in their science classes. Instead of an
outside observer, 94 science education student teachers
in the Faculty of Education, Ahmadu Bello University,
Zaria, were requested to imagine and describe five typical
students in their science classes. Each respondent has
had at least one year teaching experience. The assignment
was given during the second week of December 1963 and the
students were allowed one week during which to complete
the assignment.
A total of 54 behavioural adjectives appeared in
the student-teacher descriptions. The list of
adjectives was submitted to the Language Arts division
of the Department of Education for clustering. An eightpaired
category system (each pair is a word-opposite)
emerged from these clustering.
The student-teachers descriptions of their students
were subsequently classified according to these eightpaired
category system. The X2 -statistic was used to
test the differences between the paired-proportions
(negative - positive) in each category.
Results showed that most Nigerian secondary school
science students are percieved and described by their
teachers as rurable, self-centered and of above average
intelligence. However, most science classrooms in
Nigeria are filled with students who are not interested
in science work, who lack creativity and have negative
3elf-concept of themselves.
The classroom behaviours which emerged from this
open-ended indirect approach to classroom interaction
analysis are hardly reflected in the "Mirrors for
Behaviour" that are currently in use.
Description
A STUDY SUBMITTED IN PARTIAL FULFILMENT OF THE
REQUIREMENTS FOR THE DEGREE OF MASTERS OF
EDUCATION IN CURRICULUM AND INSTRUCTION SCIENCE)
FACULTY OF EDUCATION
AHMADU BELLO UNIVERSITY
ZARIA - NIGERIA
JUNE, 1984.
Keywords
TYPOLOGY,, SECONDARY,, SCHOOL,, STUDENTS,, BEHAVIOURS,, SCIENCE,, CLASSROOMS,, NIGERIA.