POSSIBLE SOLUTIONS FOR TOPICS WHICH SEEM TO BE DIFFICULT TO STUDENTS IN SCIENCE SUBJECTS AT SECONDARY SCHOOLS IN TANZANIA

Title; POSSIBLE SOLUTIONS FOR TOPICS WHICH SEEM TO BE DIFFICULT TO STUDENTS IN SCIENCE SUBJECTS AT SECONDARY SCHOOLS IN TANZANIA

Project based at Kisimiri Secondary School

Authors;Alex Mbwambo, Olekinwaa Ibrahimu, Nicodemo Kitoto, Robert Deus, Dismas Fundi, and Fadhil Isaack.

                                                      TABLE OF CONTENTS

Acknowledgement………………………………………………………………….3

Introduction………………………………………………………………………...4

Executive Summary………………………………………………………………...5

Aims, Goals and Objectives………………………………………………………..6

Literature review……………………………………………………………………7

Problems found in Each Science Subjects………………………………………….8

·         Biology subject……………………………………………………………..8-9

·         Chemistry subject…………………………………………………………..10

·         Physics Subject…………………………………………………………….11

Recommendations…………………………………………………………………12

In rising the standard of science in Secondary schools……………………………13

General suggested solutions……………………………………………………….14-15

Conclusion………………………………………………………………………...16

Notes………………………………………………………………………………17

                                                          ACKNOWLEDGEMENT

We would like to give thanks to those who helped us in the whole process of our project proposal from its initial step to the final step. This include Mr. Kisongo (the headmaster at Kisimiri Secondary School), Mr Pantaleo, Madam Magessa, Dr. Prosper, Mr. Pallangyo, Mr. Likanga, Madam Rusila and the whole community of Kisimiri including all teachers and students for their support on our project.

Finally our sincere appreciation go to the following students teachers for their contribution in doing this project, these are: Authors;Alex Mbwambo, Olekinwaa Ibrahimu, Nicodemo Kitoto, Robert Deus, Dismas Fundi, and Fadhil Isaack.

                                                        INTRODUCTION

This project aim at improving teaching and understanding of some of the science topics which seems to be difficult by finding ways to simplify teaching for easily understanding for students. The main objective of the project is to solve the contradictions found in some topics of different science subjects specifically, Biology, Chemistry and Physics in both ordinary and advanced levels. This will raise the interest and love of students towards science subjects and finally lead to higher performance in their examinations.

This project is trying to find different areas which lead to contradictions and hence find the possible solutions on how to make these topics simpler and easily understood by the students.

We believe that, if this areas of contradiction in each topics are well solved, the problems facing students in studying science subjects will be minimized if not completely solved.

This project is conducted by student’s teachers from the University of Dodoma under the cooperation of experience teachers and students from Kisimiri Secondary School.

                                      

                                                

                                              EXECUTIVE SUMMARY

This report draws on the results of visits by 6 student teachers at Kisimiri Secondary between July 2015 and September 2015 during teaching practice session. This school was selected broadly to represent the profile of schools in Tanzania. It also draws on the outcomes of each science subject taught at the school, its performance and different areas of difficultness observed by students and suggest different ways of solving the problems and hence lead to the rising performance of students in science subjects.

There has been an improving trend in the provision of science education over the period of this report, especially in secondary schools, but there are areas that need further improvement, particularly in insisting practical learning rather than theoretical lessons. The most important focus for schools is to ensure that pupils are engaged and challenged by their work in science, particularly in scientific investigation and how science works. Students need access to relevant courses that provide them with clear, high-quality pathways through their education, allowing them to attain the highest standards possible, both in the short term and when they progress to further and higher education.

                             

                        AIMS, GOALS AND OBJECTIVES OF THE PROJECT.

      To improve science teaching in Tanzania secondary schools by providing possible solutions for the topics which seem to be difficult to many students in science subjects.

      To eliminate the scarcity of science teachers specifically at Kisimiri Secondary School.

      To enhance the understanding capacity of students as well as to change the mindset of students towards those topics that seem to be difficult.

      To prepare competent students in science so as to develop mastery of fundamental concepts, principles and skills of science subjects and related field such as Agriculture, Engineering, Medicine, Education and Pharmacy.

      To enhance creativity of  science teachers in the process of teaching and learning so as to motivate and increase active participation of students and the interest towards science subjects.

      To help students from knowledge acquisition to knowledge construction through active participation in construction of their own knowledge from their prior knowledge.

                                                 

                                               LITERATURE REVIEW

Ofsted report evaluates the strengths and weaknesses of science in primary and secondary schools and colleges inspected between June 2007 and March 2010. There has been an improving trend in the provision of science education over the period of the report, especially in secondary schools, but there are areas that need further improvement, especially in primary schools. In schools that showed clear improvement in science subjects, more practical science lessons and the development of the skills of scientific enquiry were key factors in promoting pupils’ engagement, learning and progress. This report identifies outstanding teaching and describes how to move from satisfactory to good or outstanding practice, (Ofsted, 2011)

The highest-performing schools, both primary and secondary, had clear priorities for raising standards and had several features in common. These included rigorous monitoring and evaluation of performance, aligned with challenging target-setting for individual pupils. The schools focused strongly on improving the quality of teaching and learning, with staff within science departments planning together and sharing good practice. These characteristics are explored later in the report. 

While the quality of teaching in the primary and secondary schools visited was similar overall, there was a slightly higher proportion of outstanding teaching in the secondary phase. Teaching was good when teachers had a clear understanding of what knowledge, understanding and skills were to be developed; understood how development in scientific enquiry promotes effective learning; understood the relationship between concepts and the cognitive demand they make; and were clear about what pupils already knew, understood and could do. The impact of good teaching was seen when pupils understood clearly the standards they had achieved; knew what they needed to do to improve and were involved in peer and self- evaluation; took part in decision-making, discussion, research and scientific enquiry; and were engaged in science that had relevance to their lives, (Ofsted, 2011)

                         PROBLEMS FOUND IN EACH SCIENCE SUBJECTS

               In BIOLOGY Subject the following are the topics proposed by students which seem to be difficult;

      GENETICS

      CLASSIFICATION OF LIVING ORGANISMS

      COORDINATION

The views given by students in GENETICS topic, which lead to confusion are;

·         “CROSS BREEDING OF ORGANISMS”, the extent to which this part is difficult to students is due to much imaginations and theories than practical activities. So students proposed that, there should be more practical activities to enhance their understanding rather than creaming concepts.

·         The lack of leaning resources. This includes the plants which mostly used in cross breeding specifically pea plants in their context (Tanzania contexts) they are not available so there should be a mechanism behind so that, the learning could be relevant.

Topic; CLASSIFICATIONS OF LIVING ORGANISMS;

The following are the views given by students under which the topic is difficult;

·         Difficultness in memorizing concepts especially scientific names which are written in Greek words. This leads to lower their performance in Examinations.

·         Unavailability (lack of some specimens) for conducting a practical lesson. This lead to a theoretical lesson rather than practical. So this tends to lower understanding of concepts and hence low performance in examinations.

Topic; ORGANIC EVOLUTION

·         In this topic, there are areas under which it is difficult to students due to contradictions of concepts like the THEORIES OF ORIGIN OF LIFE, as the results the learning become difficult since no scientific proves of the concept to be shown by teachers to students so as to increase practical knowledge of students rather the concepts are too imaginative and contradict the prior religious knowledge of students.

Topics; TRANSPORT IN LIVINGTHINGS, EXCRETION, COORDINATION, AND        REGULATION 

·         In these topics, the area which seems to be difficult according to the student’s views are all parts since the topics requires students to learn theoretical rather than practical. Hence these topics require students to learn by using best learning aids such as Animations and Videos. These best teaching and learning aids are missing in many schools in Tanzania such as Kisimiri, hence lead to poor understandings of students

      

     

               In CHEMISTRY subject, the following are the topics which seem to be difficult to most of students.

MOLE CONCEPTS AND RELATED CALCULATIONS.

·         The topic seems to be difficult to students, because most of teachers do not teach it well, as it involves many calculations, which need the students to use calculators.

IONIC THEORY AND ELECTROLYSIS

·         According to the views of students, the whole topic seems to be difficult. This is because; the concepts in this topic are more practical, which need students to learn it by doing. But in most Tanzanian secondary schools the learning aids are not enough; hence the students are forced to do it theoretically.

METALS, NON METALS AND THEIR COMPOUNDS.

·         The students’ views show that, the two above topics seem to be difficult in learning, this is because, the concepts in the above topics need to be studied practically by doing in the laboratory as well as by observing in industrial processes, particularly the contact process in the preparation of sulphuric acid. The learning aids are lacking and the environment does not favour students to learn, since there are no such kinds of industries nearby the school environment.

ORGANIC CHEMISTRY

·         According to students’ the views the topic seems to be difficult due to long introduction involving many organic reactions which are difficult to memorize. Also there are no competent teachers to teach the topic. Polymers, hydrocarbons and aromatic compounds have contradictory parts which require more students’ attention. The mechanism of reactions also confuses some students as well as to teachers.

                                              

            In PHYSICS subjects the following are the topics proposed by students which seem to be difficult;

Topic; ELECTRONICS

·         for ordinary and advanced level, the student`s views show that this topic seem to be difficult due to poor background from their lower level to higher level of education .The  study also shows that there is shortage  of professional teachers, studying material particularly books, some equipments used in studying electronics for example functional generator and cathode ray oscilloscope. All of these lead to poor understanding of concepts in electronics.

Topic; ELECTROMAGNETISM

·         According to student’s views, this topic seems to be long in both levels of secondary education. The topic is controversial to some students because it contains many theories and principles which need practical proofs. Also they said that there are shortage of professional teachers who are able to teach well such topic.

Topic; WAVE

·         The students claimed that the topic is too long and it is more practical. So it needs relevant teaching and learning materials particularly laboratory equipments and books. Therefore the topic becomes difficult to students due to shortage of the above mentioned materials. The other mentioned topics by students include modern physics and heat having almost the same problems.

                                                     RECOMMENDATIONS.

Primary schools should:

·         „ ensure that pupils are engaged in scientific enquiry, including practical work, and are developing enquiry skills. They should be providing a balanced programme of science education for all year groups that develops science knowledge and understanding and has a significant focus on developing skills

·         „ make provision for effective continuing professional development to support and extend teachers’ knowledge, understanding and skills in science and their confidence in teaching it „

·         Invest in developing the role of the science coordinator to provide effective, sustained leadership in the subject and promote improvements in teaching and learning. 

Secondary schools should: 

·         „ ensure they use practical work and scientific enquiry as the key stimulus to develop scientific knowledge, understanding and skills.  „

·          ensure that  curriculum are planned carefully, with a focus on good teaching and learning and to ensure coherence with science provision and provide a range of science topics that are suitably matched to students’ needs and relevant to a life of continuing education, training or employment in a technological age.

·         „ provide good advice and guidance to students about subject’s choices in science at Form III and Form V, by considering students interests and ability rather than discouraging students that science subjects are too hard to study.

·          ensure that the science curriculum is engaging and relevant to students’ needs and requires their active participation within and beyond the classroom; and that it promotes strong development of knowledge and understanding to be applied to science activities throughout their school career and into continuing education, training or employment.

IN RISING THE STANDARD OF SCIENCE AT SECONDARY SCHOOLS

In aiming to achieve the Secondary Science Quality, the teachers are determined to inspire and motivate pupils in science.

15 students decided that the opportunities provided should be relevant and exciting. By conducting initial interviews with a sample of pupils, the teachers identified a number of opportunities to improve science teaching. The profile of the subject will be raised through: 

·         The training of all members of staff to be competent in their teaching studies.

·         The introduction of a whole-school science week a significant increase in the number of science-related trips and visiting speakers. 

·         an increase in practical science „

·          more visits, visitors and links with outside organizations „

·          more opportunities for pupils to experience science outside lessons

·         increased understanding of teaching and learning of science „

·         “guiders’ and parents’  should develop greater awareness of science in the school 

                                      

                                   

                                        GENERAL SUGGESTED SOLUTIONS

As a groups of six students teacher from the university of Dodoma, who did teaching practice at Kisimiri secondary school on  July to September 2015, we suggest the following concerning the improvement of science subjects;

·         We are willing to help our young brothers and sisters who are the students at Kisimiri Secondary School so as to eliminate the scarcity of professional science teachers. This will be done through regular visit to the school to teach the problematic topics so as to raise the standard of performance and the love towards science subjects.

·         Since there is a great problem of  best and enough teaching aids to be used in teaching and learning science subjects;

      Improvisation of local available materials as teaching aids should be done.

      Involvement of students in the process of learning such as Field trip and Collection of teaching and learning materials.

      The use of science and technology in the process of teaching and learning such as Computers and projectors to show Videos, Animations and Audios. This will help to enhance students understanding by using sense organs so as to reach the required outcome.

·         Provide students with series of external science examinations which will base on the NECTA format so as to give exposure to the students on the problematic areas so as create competent students who can master well the contents of science subjects. This will enable the students to have a wide range of thinking and be well prepared for the national examinations.

·         To ensure a team teaching so as to eliminate the problem of long topic with a little allocation of time for teaching and learning process in the Syllabus.

      Also for the long and complicated topics should be subdivide into small modules which can be taught and well understood by the students.

·         Students should be given more tasks on the problematic areas so as to ensure that they become competent and master well the topics.

·         Motivation and rewards should be used so as to encourage student’s creativity and love towards science subjects.

·         Finally, we suggest that, to be part of the FRIENDS OF KISIMIRI program, since Kisimiri is our home, the students and teachers are all our friends, we have a willing to see Kisimiri Secondary school as the best school in Tanzania which will create better fruits of scientist in our country.

                                  

                                                                 

                                                              CONCLUSION

Generally, we beg the school administration and other stakeholder who are in the FRIENDS OF KISIMIRI program to support our project work in terms of materials, advice and cooperation, essential to fulfill the aims, goals and objectives that we planned and intend to achieve.

   

                                                            NOTES

This project is based on evidence gathered during the period of July 2015 to September 2015. Through the science subjects survey programme done at Kisimiri Secondary School in Tanzania.