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Students' and teachers' perspectives on the learning of school science in Lagos, Nigeria

Mohammed, Victoria Olubunmi; (2021) Students' and teachers' perspectives on the learning of school science in Lagos, Nigeria. Doctoral thesis (Ph.D), UCL (University College London).

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Abstract

This study explores the perceptions of students and teachers about the learning and teaching of science with a focus on the role of pedagogy and language in aiding or hindering students’ learning in multi-lingual senior secondary science classrooms in Lagos, Nigeria. An emphasis on language arises because the language of instruction is typically different from students’ native languages and from the language of science. Other areas examined are teachers’ implicit views of learning, the teaching methods that students and teachers perceive as useful for promoting students’ learning of science, and the views of students and teachers of the value of science. The study employs qualitative data collection and analysis within a multiple case study research design in four public senior secondary schools. Collection of data was through lesson observations, individual interviews of students and teachers, group interviews of students in one school and field notes taken by the researcher. Data were analysed inductively, and the interpretation of emerging themes was undertaken using Vygotsky’s socio-cultural theory and Watkins’ theories of learning. Vygotsky’s and Watkins’ theories were used as frameworks to explore the extent of students’ involvement and collaboration during lessons, how teachers supported students’ understanding of concepts, and how different languages influence the teaching and learning of science. The findings show that students and teachers largely see the value of science as producing scientists who benefit individually, both economically and in terms of prestige. Teachers’ implicit view of learning, which is predominantly “learning as being taught”, informs their teaching method of transmitting knowledge in classrooms. Students struggle to comprehend science as a result of how they are taught and the language in which they are taught. The study concludes with suggestions of teaching strategies that can be employed to aid students’ learning of science within the context of multi-lingual classrooms.

Type: Thesis (Doctoral)
Qualification: Ph.D
Title: Students' and teachers' perspectives on the learning of school science in Lagos, Nigeria
Event: UCL (University College London)
Language: English
Additional information: Copyright © The Author 2021. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request.
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/10122148
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