返回Google圖書搜尋

How Useful are Our STM Research Findings to Secondary School Teachers?

Elizabeth GyuseEmmanuel Edoja AchorRegina SambaMartha ChiansonStella Iortim

出版	SSRN, 2015
URL	http://books.google.com.hk/books?id=WSvgzwEACAAJ&hl=&source=gbs_api

註釋This study was an attempt to answer a question: how useful are our STM research findings to secondary school teachers? The research design was a survey of science teachers' awareness and use of reported research findings. A sample of 314 (217 males 97 females) STM teachers in 25 secondary schools in Makurdi was purposively selected. Two instruments used were Science and Mathematics Teachers' Research Awareness Checklist (SMTRAC) and STAN Conferences Research Findings and Recommendation Proforma (SCRFRP). Rank order, means, graphs, t-test and ANOVA were applied to analyse the data. On the average, less than 50% of papers presented over the 10 years examined are empirical. A total of 189 out of 234 recommendations representing 81% were for teachers and government alone (96 for teachers and 93 for government). The mean level of awareness of teachers among the 5 subjects consistently remained at 'never heard' level (1.00-1.49) while the mean level of application was at 'little application' level (1.50-2.49). Male teachers had high mean level of awareness (1.39) and application (1.61) compared with the female teachers (1.38 for awareness and 1.58 for application). Level of mean awareness of STAN research findings was significantly different among Biology, Chemistry, Physics, Integrated Science and Mathematics teachers (F4, 313 = 2.53, p = .04 .05). However, mean level of application of STAN research findings was not significantly different among Biology, Chemistry, Physics, Integrated Science and Mathematics teachers (F4, 313 = 1.68, p = .15 .05). It was found that the level of mean awareness of STAN research findings is not significantly different between male and female science teachers (t = 0.69, df = 312, p =0.49 > 0.05) and same for mean application (t = 0.69, df = 312, p = 0.49 > 0.05). It was concluded that our STM research finings and recommendation are not known to teacher and where they are known, they are hard lt used to improve classroom delivery. It is therefore recommended; among others, that at secondary school level greater attention needs to be given to active coordination, dissemination and implementation of research outcomes to STM teachers by STAN and government in order to properly link them to a classroom delivery.