An Assessment of Instructional Materials and Teaching Methods in Basic Science Education at Junior Secondary Schools in Epe, Lagos, Nigeria

Abstract

A solid foundation in science at the basic education level is crucial and is profoundly reliant on the availability and effective use of pedagogical resources. This study investigated the availability of instructional materials and the teaching methods employed in the instruction of Basic Science in Junior Secondary Schools within Epe Local Government Area of Lagos State, Nigeria. The study assessed the availability, functionality, and utilisation of teaching aids and identified the prevalent teaching methodologies in the study area. The study population comprised 30 teachers and 120 students from both public and private junior secondary schools, selected through random sampling. Data were collected using structured questionnaires and analysed using descriptive statistics (frequencies and percentages) and inferential statistics (Chi-square) at a significance level of p ≤ 0.05. The results indicated that the effective use of available teaching aids significantly impacts the teaching and learning of Basic Science (χ² = 106.2, p < 0.05). Furthermore, the combination of effective material use and appropriate teaching methods showed a significant positive effect (χ² = 174.8, p < 0.05). Student interest in Basic Science topics was also found to be significantly high (χ² = 127.2, p < 0.05). The study concludes that traditional, teacher-centred (pedantic) approaches are ineffective for teaching Basic Science. It recommends that stakeholders should prioritise the provision of modern instructional materials, encourage their effective integration into lessons, recruit more qualified science teachers, and organise regular workshops and seminars on contemporary pedagogical techniques.