Teaching Methodology in Basic Science and Technology Classes in South-west Nigeria
Keywords:Basic Education, Basic science and Technology, Primary school, Teaching methodology, Classroom activities
Teaching and learning of Basic Science and Technology (BST) in place of primary science became operational in Nigeria since 2008. The implementation of the new BST curriculum has been a concern to various stakeholders. The study investigates teaching methodology by assessing proportion of time teachers spent in various classroom activities and some basic lesson features geared towards achievement of the objectives of BST in primary schools across South Western Nigeria. It is a descriptive study. Through stratified and judgemental sampling techniques, twenty schools and sixty primaries 3, 4, and 5 BST teachers from Oyo, Ogun, Osun, Ondo, Ekiti and Lagos States participated in the study.Â Three research questions were answered. Two observation technique instruments were used to gather data that was analysed using descriptive statistics. Basic science and technology teachers in the South-West region of Nigeria are doing well in the area of preparation of lesson note, making learners ready and subject mastery. In communication, the teachers were just fair; the teachers had to intermittently teach science in Yoruba, the language of the environment, across the classes. Out of 20 minutes an average of 8 minutes (38.8%) were spent on teacher prompting learning and this was followed by monologue, while reward and praise was mainly by clapping of hands. An average of 45% of lesson time was on teacher singular activity while 16.7% of time was on whole class discussion. Teachers need to adopt more students centred teaching strategies and approaches to meet the aims of the new curriculum.
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