Project – Availability And Utilization of Environmental Resources And Students Academic Performance in Basic Science and Technology in Junior Secondary School

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

The teaching and learning of Basic Science and Technology (BST) at the junior secondary school level are critical to preparing students for lifelong learning, higher education, and active participation in the technological and economic development of the nation. BST provides learners with foundational scientific knowledge, practical problem-solving abilities, and technological literacy necessary for adapting to an increasingly science-driven world (Federal Republic of Nigeria [FRN], 2014). As an integrated subject, BST draws content from physics, chemistry, biology, and technology, enabling students to understand natural phenomena, technological processes, and environmental issues. It emphasizes hands-on experiences and real-life applications, ensuring that learners see the relevance of science in their daily lives (Ogunleye, 2010).

Environmental resources are the physical, natural, and human-made materials within the learner’s surroundings that can be used to enhance teaching and learning processes. These resources include laboratory apparatus, science kits, plants, rocks, soil samples, charts, models, specimens, audio-visual aids, and even natural field sites such as rivers, gardens, and local industries (Akinbobola & Afolabi, 2010). When effectively integrated into lesson delivery, these resources help bridge the gap between abstract scientific concepts and students’ lived experiences. Several studies have shown that using environmental resources stimulates learners’ curiosity, improves understanding of complex ideas, and promotes long-term retention of knowledge (Ajewole, 2014).

The availability of instructional resources is often seen as a fundamental prerequisite for effective science teaching. Schools with adequate resources tend to offer more practical, interactive, and engaging learning experiences compared to those where resources are scarce. However, availability alone is not sufficient; what is equally important is the utilization of these resources in line with the curriculum objectives and learners’ needs (Olawale, 2013). A well-equipped science laboratory or collection of locally sourced teaching aids can remain underutilized if teachers lack the skills, motivation, or time to incorporate them into classroom activities. Conversely, even in resource-constrained environments, creative teachers can improvise and adapt available environmental materials to achieve instructional goals (Bassey, 2018).

In the Nigerian context, particularly in rural and semi-urban areas such as Etinan Local Government Area of Akwa Ibom State, the effective teaching of BST faces several challenges. These include insufficient supply of standard laboratory equipment, inadequate maintenance of existing facilities, and limited professional development opportunities for teachers to improve their resource utilization skills (Essien, 2019). In many schools, science lessons are dominated by lecture methods, with minimal opportunities for students to engage in practical activities. This situation not only reduces students’ interest in the subject but also undermines the development of critical thinking and problem-solving skills expected in science education.

The National Policy on Education (FRN, 2014) emphasizes that science instruction in Nigerian schools should be activity-based, learner-centred, and closely connected to the learners’ immediate environment. This policy underscores the importance of environmental resources in BST instruction, advocating for their strategic integration into classroom practice. Unfortunately, the reality in some schools deviates from this standard. Poor funding, infrastructural decay, and inadequate supervision often result in the under-provision and underutilization of instructional materials, leaving students ill-prepared for both internal and external examinations. This gap between policy and practice raises concerns about the quality of science education delivered to students in Etinan LGA.

Given the centrality of resource-based instruction in science education, it becomes imperative to empirically examine the relationship between the availability and utilization of environmental resources and students’ academic performance in BST. Understanding this relationship will provide valuable insights for teachers, school administrators, policymakers, and other education stakeholders. It will also help to identify specific areas for intervention, such as resource provision, teacher training, and instructional supervision, with the ultimate aim of improving students’ engagement, achievement, and readiness for future scientific and technological challenges.

1.2 Statement of the Problem

Over the years, various initiatives have been undertaken by the government, non-governmental organizations, and community stakeholders to improve the teaching and learning of Basic Science and Technology (BST) in junior secondary schools in Etinan Local Government Area. These interventions include the provision of science kits, teacher training programs, and the refurbishment of laboratories. Despite these efforts, students’ academic performance in BST remains consistently below expectation. Analysis of examination results and continuous assessment scores shows a high proportion of students struggling in both the theoretical and practical components of the subject, suggesting that the intended outcomes of these interventions have not been fully realized (West African Examinations Council [WAEC], Chief Examiners’ Report, 2022).

Field observations and informal discussions with teachers reveal that in some schools, laboratories are either poorly equipped or entirely non-functional. Even where some environmental resources exist, they are often underutilized or left idle due to lack of proper maintenance, inadequate storage facilities, or insufficient teacher training on how to incorporate them effectively into lessons. In several cases, BST instruction relies heavily on verbal explanations, rote memorization, and textbook-based teaching with minimal use of practical activities. This mode of delivery deprives students of the hands-on experiences that are essential for deep understanding and the ability to apply scientific principles to real-life problems.

The absence or poor utilization of environmental resources in teaching BST poses a significant challenge to achieving the objectives of science education. Environmental resources serve as concrete representations of abstract concepts, allowing learners to visualize, manipulate, and interact with scientific phenomena. When these resources are unavailable, improperly managed, or underused, students are left to learn in an abstract and theoretical manner, which can hinder comprehension, reduce motivation, and negatively affect retention of knowledge. This not only limits their academic achievement in BST but also weakens their preparedness for future studies in science and technology-related fields.

Furthermore, the gap between policy provisions and actual classroom practice remains a pressing concern. The National Policy on Education emphasizes that science teaching should be practical, activity-based, and connected to the learner’s environment (FRN, 2014). However, the current reality in many schools within Etinan LGA deviates from this standard. Poor funding, inadequate teacher professional development, and lack of regular monitoring have contributed to the persistent underperformance of students. Without deliberate and sustained efforts to address the issues of resource availability and utilization, the situation is likely to worsen, affecting the overall quality of science education in the area.

It is against this background that the present study seeks to investigate the availability and utilization of environmental resources and their relationship with students’ academic performance in BST in junior secondary schools in Etinan Local Government Area. By identifying the extent to which these resources are available and how effectively they are used, the study aims to provide empirical evidence that can guide policy formulation, improve instructional practices, and ultimately enhance student outcomes in science education.

1.3 Purpose of the Study

The main purpose of this study is to examine the relationship between the availability and utilization of environmental resources and students’ academic performance in Basic Science and Technology in junior secondary schools in Etinan Local Government Area.
Specifically, the study seeks to:

1. Determine the extent of availability of environmental resources for teaching BST.
2. Assess the level of utilization of environmental resources by BST teachers.
3. Examine the relationship between availability of environmental resources and students’ academic performance in BST.
4. Investigate the relationship between utilization of environmental resources and students’ academic performance in BST.

1.4 Research Questions

The following research questions will guide the study:

1. What is the extent of availability of environmental resources for teaching Basic Science and Technology in junior secondary schools in Etinan LGA?
2. To what extent are environmental resources utilized by BST teachers in junior secondary schools in Etinan LGA?
3. What is the relationship between the availability of environmental resources and students’ academic performance in BST?
4. What is the relationship between the utilization of environmental resources and students’ academic performance in BST?

1.5 Research Hypothesis

The study will test the following null hypothesis at 0.05 level of significance:

H₀: There is no significant relationship between the utilization of environmental resources and students’ academic performance in Basic Science and Technology in junior secondary schools in Etinan Local Government Area.

1.6 Significance of the Study

This study will be of immense benefit to teachers of Basic Science and Technology by highlighting the crucial role that environmental resources play in the teaching and learning process. By identifying effective strategies for resource-based instruction, the findings will encourage teachers to adopt innovative approaches in their lesson delivery. Teachers will be better equipped to integrate locally available materials into their teaching, improvise when standard resources are unavailable, and create more interactive and activity-based lessons. Such practices can foster deeper understanding, stimulate students’ curiosity, and make BST more engaging and relevant to learners’ everyday experiences.

For school administrators, the study will provide empirical evidence to guide resource planning, budgeting, and procurement decisions. School heads will gain insight into the types of environmental resources that have the greatest impact on students’ academic performance, enabling them to prioritize investments in these areas. The findings can also help administrators to design effective resource management policies, ensure proper maintenance of facilities, and encourage a school culture where resource utilization is monitored and promoted.

Policy makers and educational authorities will also benefit from the outcomes of this research. The results will serve as valuable feedback to government agencies, curriculum developers, and education planners regarding the adequacy and relevance of available instructional resources in schools. By understanding the link between resource availability, utilization, and student achievement, policy makers will be in a stronger position to allocate funding, design teacher training programs, and implement policies that ensure equitable distribution and effective use of science teaching resources across schools in Etinan Local Government and beyond.

For researchers and scholars, this study will contribute to the growing body of literature on science education, particularly in the area of resource utilization and its effect on academic performance. The study’s findings will provide a reference point for future empirical investigations and could stimulate further research into related areas, such as the role of teacher competence, instructional supervision, and student attitudes in mediating the impact of resources on learning outcomes. Researchers may also use the methodology and results of this study as a comparative framework for similar studies in other local government areas or regions.

The students themselves stand to gain the most from the implications of this study. By promoting improved teaching methods and more effective use of environmental resources, students will experience more engaging and hands-on science lessons. This can lead to increased motivation, better conceptual understanding, improved retention of knowledge, and higher academic achievement in BST. Ultimately, students who develop strong science and technology skills at the junior secondary level will be better prepared for senior secondary education and for careers in science, engineering, and technology-related fields.

Lastly, the study has societal relevance in that it addresses the broader goal of improving science education as a means of national development. By equipping young learners with the skills and competencies required to solve real-world problems, the effective utilization of environmental resources in BST can contribute to building a scientifically literate and technologically competent populace. This, in turn, can enhance the nation’s human capital, foster innovation, and support sustainable development in line with global educational and economic trends.

1.7 Scope of the Study

This study focuses on public junior secondary schools in Etinan Local Government Area, Akwa Ibom State. It will examine the availability and utilization of environmental resources specifically for the teaching of Basic Science and Technology and their relationship with students’ academic performance. Other factors affecting performance such as teacher qualification, student attitude, and home background will not be the primary concern of this study.

1.8 Operational Definition of Terms

• Availability: The presence or existence of environmental resources needed for teaching and learning BST in schools.
• Utilization: The extent to which teachers make use of available environmental resources in delivering BST lessons.
• Environmental Resources: Materials, equipment, and facilities from the physical, natural, and built environment that can aid BST instruction, including laboratories, models, charts, specimens, ICT tools, and locally sourced materials.
• Academic Performance: The measurable outcome of students’ learning in BST, often reflected in test scores, examinations, and continuous assessment results.

Project – Availability And Utilization of Environmental Resources And Students Academic Performance in Basic Science and Technology in Junior Secondary School