Investigating Difficult Concepts in Basic Science and Technology Curriculum for Solving Energy and Power Problems for Sustainable National Developments
1Babayemi, J.O., 2Akpan, I.F., 3Emah, J. S.
Department of Science Education
Akwa Ibom State University, Akwa Ibom State
Email: 1babayemioluwole@gmail.com, 2finiobong@yahoo.com
ABSTRACT
This study investigated difficult concepts in junior secondary school basic science and technology curriculum with the implication for solving energy and power problems for community development in Ikot Abasi Local Government Area of Akwa Ibom State. The study adopted a survey research design, using simple random sampling technique. Four hundred and twenty four (424) JSS 3 students from seven (7) randomly selected junior secondary schools were involved in the study. One instrument used was; perceived difficult concepts questionnaire (PDCQ) (r=0.89). One hypothesis was formulated and tested at 0.05 level of significance and two research questions constructed to guide the study. Data were analyzed using weighted mean, percentage scores and t-test statistics. The results showed that the level of difficult concepts perceived by students was high in most concepts investigated including energy and power concepts. Also, there was no significant difference between male and female students’ perceived difficult concepts in Basic science and Technology (t = -0.876; df = 422; P>0.05). Finally, conclusion and recommendations were made based on the findings.
Keywords: Difficult concepts, junior secondary school curriculum, Basic science and technology, gender.
