Assessment on the economic values of science Education among secondary school students in Oshimili South LGA of Delta State

Assessment on the economic values of science Education among secondary school students in Oshimili South LGA of Delta State

ABSTRACT

This study assessed the economic values of science Education among secondary school students in Oshimili South Local Government Area of Delta State. Four research questions guided the study and four hypotheses were tested. The study adopted descriptive survey research design. The population of the study comprised of 3,319 male and female senior secondary school students in 13 public secondary schools in Oshimili South Local Government Area of Delta State. The sample of the study comprised of 209 senior secondary school students selected through simple random sampling technique. The instrument used for data collection is a structured questionnaire titled “Assessment the Economic Values of Science Education Among Secondary School Students (AEVSESSSQ). A draft copy of the questionnaire was validated by a lecturer from Educational Psychology and Counselling, Federal College of Education (Technical) Asaba. A pilot study was carried out on 20 students from secondary schools in Oshimili North Local government Area of Delta State using split-half method to ascertain the consistency of the validated instrument. The data collected was analyzed using Spearman Rank and it yielded a coefficient of 0.78 which shows that the instrument is reliable. The researcher administered 209 copies of the questionnaire to senior secondary school students in the study area. Data collected were analyzed using mean and standard deviation statistics, While hypotheses were tested using T-test. The decision rule is that any item with a mean score of 2.50 and above was regarded to be in agreement with the item statement whereas any mean score less than or below 2.50 was deemed to be in disagreement with the item statement. Findings of the study revealed among others that science education leads to income generation and career advancement among secondary school students in Oshimili South. It was recommended among others that students should be encouraged to learn those aspects of science education that will help them generate income.

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education is the greatest tool in the economic development of any country. It serves a tool for technological advancement and innovation which makes a country economically stable and a strong force in bringing about change in every

sphere of life. The technology advancement is made possible by standard education. Education is both the act of teaching knowledge to others and the act of receiving knowledge from someone else. Education also refers to the knowledge received through schooling or instruction and to the institution of teaching as a whole. Education is a process that begins at birth and continues until the end of life. The early stage of life is very crucial since this period affects the following process. However, we are not able to totally control the early stage because children remain under the care of their families until they begin attending school.

Even if children study in schools, many factors such as friends in and out of the school affect their educational process. The educational system focuses on children from pre-school until graduate education. Educational gains mainly shift from public to individual gains as they attend a higher level of school each year. That is why education is compulsory in the first 10 or 12 years for children. Otherwise, greater and more costly social problems would occur if we could not educate them to be good citizens. Durkheim (1956) in Roy (2018), states that education is the influence exercised by adult generations on those that are not yet ready for social life. In other words, the primary objective of education is to help children develop intellectual skills and improve their physical capabilities. Additionally, they should be motivated at school to acquire the moral values that are demanded by political society, because society may suffer some social problems and pay more to fix them if we do not help children achieve these objectives.

Dewey (1897) in Roy (2018) believes that education functions properly when there is a relationship between the individual and the environment, and that the purpose of education is to live for today, not to prepare students for future living. Thus, firstly moral training should be offered and schools should serve “as a form of community”. Additionally, education is not a part of life and it should be regarded as “a continuing reconstruction of experience”. If children gain experiences at school, then they may be able to learn about real life and become prepared for the future. Therefore, “what kind of experiences will they gain?” and “how should we help them acquire these experiences?” are the questions that should be answered. Specialists study curricula in terms of grades and subjects in order to help children develop the expected behaviours to have a better society. Moore (2019), explains education in relation to the commitment by society to have a desirable type of individual and the expected values.

Thus, children may have some expected characteristics, attitudes, knowledge and skills that society would like to see. The author states that an educated man should have the desired intellectual abilities and at the same time should be very sensitive about moral matters, mathematical efficiencies and have a scientific vision and a historical and geographical perspective. When we look at society, it seems that the educational system has not been successful in training the expected educated man. Russel (1926) in Austun (2021), explains that education should provide children with a guide to allow them to develop their capabilities and skills. An education system should offer children, be they boys or girls, the opportunity to receive the highest level of education. Furthermore, Durkheim (1956) in Obed (2020), underlines that the focus and primary function of education is to prepare children for their roles as workers and members of a larger society and identifies the purpose of education as the shaping of the social being.  Education is the deliberate, systematic, and sustained effort to transmit, provoke or acquire knowledge, values, attitudes, skills or sensibilities as well as any learning that results from the effort (Obed, 2020).

Science education deals with sharing of science content and process with individuals who are not considered traditionally to be member of the scientific community; the individuals could be students, farmers, market women or a whole community. Science education in Nigeria concentrates on the teaching of science concepts, method of teaching and addressing misconceptions held by learners regarding science concepts (Philips, 2019). Science education is very important to the development of any nation that is why every nation must take it very serious in all institutions of learning. Many of the developed worlds were able to achieve so much in science and technology because of science education. Science education comprises three subjects namely biology, chemistry and physics which are combined with education and over the year there has been low enrolment of these courses in our institutions as identified by; causes of this low enrolment include society disdain, mockery of teacher and low prestige of teachers. Science is the methodical investigation of the design and conduct of the physical, social, and characteristic universes through perception and experimentation. It’s critical to development, worldwide seriousness, and human progression. It’s significant that the world keeps on propelling the field of science, regardless of whether it’s discovering new solutions for malignant growth and different sicknesses or distinguishing and investigating new galaxies.

Interestingly, as important as these courses are, students’ performance has not been encouraging in them and this is worrisome and called for investigation. Philips (2019), noted that students are being educated above and beyond the content domain and really therefore science education needs to be considered from an educational perspective. Education is the real area of focus for science teachers and science as subject matter is just one aspect, albeit an important aspect, of the learning. The ultimate goal is that the education enables a person to function with society as a responsible citizen, able to incorporate science understanding into decision making activities and to appreciate the value of science in today’s society. Education through science’ expresses a view that schools are expected to play a role in developing student capabilities for the future, no matter what career direction, what higher education emphasis, or what role students play within society as future citizens. Education through science’ thus stands alongside education through other, non-science, school disciplines enabling students to be recipients of an appropriate provision to acquire the stipulated goals of education. modernity could be said to evolve science and arguably the other way around. Science education could be viewed as a process of teaching or training especially, within the school system to improve one’s knowledge about the environment and to develop one’s skill of systematic enquiry as well as natural attitudinal characteristics. Science education could be recognized worldwide as a pre-requisite to technological advancement and involves the study of an in-depth science and in addition, educational knowledge and concepts (Pember & Humbe, 2019).

Science education helps students develop critical thinking skills, which are essential for success in today’s world. By learning the scientific method, students learn how to observe, analyze, and interpret data. They also learn to evaluate evidence and draw conclusions based on that evidence. This critical thinking skill is not only essential in science but also in many other areas of life. Science provides a strong foundation for students in many other areas of study. For example, biology and chemistry are essential for medical students, while physics is crucial for engineering students. By learning science, students gain a better understanding of the natural world and the processes that govern it. This understanding is essential for success in many other areas of study. Science education also prepares students for future careers in science and technology. As technology continues to advance, the demand for skilled workers in science and technology fields continues to increase. Science education provides students with the knowledge and skills they need to pursue careers in these fields. It also opens up opportunities for students to participate in research and development projects that can lead to new discoveries and innovations. Science education also fosters creativity and innovation in students. By encouraging students to ask questions, explore ideas, and think outside the box, science education inspires students to be creative and innovative in their thinking. This creativity and innovation can lead to new discoveries and advancements in science and technology. Science education also helps students understand and address global challenges. Many of the most significant challenges facing the world today, such as climate change, energy security, and disease outbreaks, require scientific solutions. By learning science, students can develop a better understanding of these challenges and the scientific solutions that are needed to address them.

However, despite the importance of science education, students still lack interest in the field. Hence the need to assess the economic values of science education among secondary school students in Oshimili South Local Government Area of Delta State.

1.2 Statement of Problem

Science plays a critical role in the society. However, science is not among the most liked subjects studied in school. Estrangement from science subjects including mathematics occurs as early as elementary school. Thus, it is not surprising that students choose other subjects when possible and that many shy away from a career in science.  At the same time, there is a low enrollment of students into science related disciplines in tertiary educational institutions which is a growing concern leading low supply of qualified workforce in the fields of science which cannot be met. In addition, schools are faced with understanding students’ attitudes towards science and counselling them about possible science careers. For these purposes, assessment of the economic values of science education among secondary school students. It is in the merit of the foregoing that this study assessed the economic values of science education among secondary school students in Oshimili South Local Government Area of Delta State.

1.3 Purpose of the Study

The main purpose of this study is to assessed the economic values of science education among secondary school students in Oshimili South Local Government Area of Delta State. Specifically, the study seeks to ascertain:

1. The income value of science education among secondary school students in Oshimili South Local Government Area of Delta State.
2. The career advancement value of science education among secondary school students in Oshimili South Local Government Area of Delta State.
3. The skill development value of science education among secondary school students in Oshimili South Local Government Area of Delta State.
4. What is employment opportunities value of science education among secondary school students in Oshimili South Local Government Area of Delta State?

1.4 Research Questions

The following questions guided the study and were examined.

1. What is the income value of science education among secondary school students in Oshimili South Local Government Area of Delta State?
2. What is the career advancement value of science education among secondary school students in Oshimili South Local Government Area of Delta State?
3. What is the skill development value of science education among secondary school students in Oshimili South Local Government Area of Delta S tate?
4. What is the employment opportunities value of science education among secondary school students in Oshimili South Local Government Area of Delta State?

1.5 Hypotheses

The following hypotheses were formulated and tested at 0.05 level of significance.

Ho1: There is no significant difference in the mean response ratings of income value of science education between male and female school students in Oshimili South Local Government Area of Delta State.

Ho2: There is no significant difference in the mean response ratings of career advancement value of science education between male and female secondary school students in Oshimili South Local Government Area of Delta State.

Ho3: There is no significant difference in the mean response ratings of skill development value of science education between male and female secondary school students in Oshimili South Local Government Area of Delta State.

Ho4: There is no significant difference in the mean response rating of employment opportunities value of science education between male and female secondary school students in Oshimili South Local Government Area of Delta State.

1.6 Significance of the Study

This study will be beneficial to students, teachers, curriculum planners and researchers as a whole.

Students will find this study useful because it will go a long way in helping them get familiar with the economic value, career advancement value, skill development value and employment opportunities value of science education. This will motivate them to take career in sciences so as to contribute meaningfully the society. Science education equips students with the knowledge and skills needed to pursue careers in various scientific fields, such as biology, chemistry, physics, engineering, and technology. Understanding the economic value of science education can motivate students to consider these career paths, as they can potentially lead to higher earning potential in the future. Science-related careers often offer opportunities for economic mobility and financial stability. Understanding this can be particularly important for students from disadvantaged backgrounds who may aspire to improve their socioeconomic status. Science education can also prepare students for entrepreneurial ventures and innovation. The ability to create new products or solutions through scientific knowledge can lead to economic success, which may be appealing to some students.

The study will also be beneficial to teachers at the secondary school level to understand the economic value of science education among secondary school students. It will enable them to encourage and motivate the students to be serious in the study of sciences and other related subjects for betterment of their lives and those of their locality. The study can shed light on potential disparities in access to quality science education among different student populations. Teachers and policymakers can then work to address these inequalities to ensure that all students have an equal opportunity to benefit from science education. Teachers can use the information to provide better career guidance to their students. They can highlight the potential economic benefits of pursuing science and STEM-related careers, which can influence students’ career choices. The study may encourage teachers to adopt more engaging and effective teaching methods in science education. This can lead to increased student interest and improved learning outcomes. The study can raise awareness among teachers about the economic impact of science education on their students’ future prospects. Teachers may become more motivated to improve their teaching methods and engage students in science education, knowing that it has tangible economic benefits. Teachers can use the study’s findings to inform curriculum development. It can help them identify the most effective teaching strategies and areas of focus to maximize the economic potential of their students.

The study would be of immense benefit to curriculum planners because understanding the economic value of science education can help them align educational programs with the needs of the job market. Science, technology, engineering, and mathematics (STEM) skills are often in high demand in the modern workforce, and a strong science education can better prepare students for careers in these fields. By evaluating the economic value of science education, curriculum planners can identify potential skill gaps and areas where improvements are needed. This can guide the development of curricula that are more relevant to the demands of the labor market. Assessing the economic value of science education can help policymakers and curriculum planners determine the ROI of educational investments. This can inform decisions on resource allocation and funding for science education programs. The findings of such a study can inform decisions about educational priorities. If science education is shown to have a high economic value, it may receive greater attention and resources in the curriculum. The study’s findings can influence education policy decisions, including curriculum design, teacher training, and assessment methods. It can help shape the direction of education systems to better meet the economic needs of society.

Researchers can provide valuable insights to policymakers by quantifying the economic benefits of science education. This information can inform decisions about funding, curriculum development, and resource allocation for science education programs. Research findings can help school districts and educational institutions allocate resources more effectively by highlighting the areas of science education that provide the greatest economic returns. This can guide investments in teacher training, classroom materials, and technology. Researchers can identify which specific areas of science education are most relevant for students’ future employability and economic success, thereby helping educators tailor their instruction. Researchers can investigate the long-term economic impact of science education on students’ career choices, earning potential, and job opportunities. This information can help students, parents, and educators make more informed decisions about the value of pursuing science-related fields. Equity and Access: Researchers can also assess the economic benefits of science education for underrepresented groups, helping to address issues of equity and access. Identifying disparities in the economic outcomes of science education can inform policies aimed at reducing educational inequalities. Understanding the economic value of science education is essential for countries aiming to maintain or improve their global competitiveness. Researchers can evaluate how science education contributes to a nation’s capacity for innovation, technological advancement, and economic growth.

1.7 Scope/Delimitation of the Study

This study is delimited to assessment of the economic values of science education among secondary school students in Oshimili South Local Government Area of Delta State. With economic value, career advancement value, skill development value and employment opportunities value of science education as variables of interest.

1.8 Area of the Study

The study was carried out in Ababa Urban, Delta State. Asaba is situated in Oshimili South Local Government Area of Delta State. The Local Government is one of the two Local Government Areas that host the capital city of Delta state. Oshimili South Local Government Area is a home of people of different walks of life such as civil servants, business men and women, and famers. The Local Government Area has a thick population of secondary school students with 13 public secondary schools. The high presence of public secondary school students makes the Local Government Area a suitable area of this study.

1.9 Definition of Terms

Science Education: Science education refers to the teaching and learning of scientific concepts, principles, and methods in formal and informal educational settings. It encompasses a wide range of topics within the natural sciences, including physics, chemistry, biology, astronomy, geology, and environmental science.

Economic Value: Economic value” refers to the worth of a good or service in terms of its contribution to economic well-being. It is a measure of the benefit that individuals, businesses, or society as a whole derive from a particular economic activity.

Secondary School: Secondary school, also known as high school, is an educational level that typically follows primary or elementary school and precedes tertiary or higher education.

Pages:  114

Category: PGDE

Format:  Word & PDF         

Chapters: 1-5                                 

Source: Imsuinfo

Material contains Table of Content, Abstract and References.