An assessment of students' attitude towards science subjects in secondary schools in Zaria LGA, Kaduna State
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Background of the study
Students’ attitudes towards science subjects play a critical role in shaping their academic pursuits and career trajectories in fields such as technology, engineering, and medicine (Garba, 2023). In Zaria LGA, Kaduna State, secondary schools have witnessed varied responses to science education, with attitudes ranging from high enthusiasm to marked disinterest. The perception of science as a challenging and complex subject can deter students from engaging deeply with the curriculum, thereby affecting their academic performance and future career prospects. Factors influencing these attitudes include teaching methodologies, availability of resources, and the influence of societal and parental expectations (Suleiman, 2024). In many schools, outdated teaching practices and insufficient laboratory facilities further compound the problem, making science subjects appear inaccessible and overly theoretical. Recent research emphasizes that a positive attitude towards science is associated with improved critical thinking skills, higher academic achievement, and increased participation in science-related extracurricular activities (Ibrahim, 2024). Conversely, negative attitudes can result in higher dropout rates from science courses and lower performance in national examinations. In Zaria LGA, there is a growing concern about the declining interest in science subjects among secondary school students, which may have long-term implications for the region’s technological and economic development. This study aims to assess students’ attitudes towards science subjects, exploring the factors that contribute to their perceptions and the potential impact on academic outcomes. By integrating survey data, focus group discussions, and academic performance records, the research intends to provide a comprehensive evaluation of the current state of science education in secondary schools in Zaria LGA. The findings will contribute to the broader discourse on educational reform and curriculum development, offering insights into how to foster a more positive and engaging learning environment for science subjects (Chukwu, 2025).
Statement of the problem
The attitude of secondary school students towards science subjects in Zaria LGA, Kaduna State, has emerged as a significant concern for educators and policymakers. Despite the recognition of science as a key driver of national development and innovation, many students exhibit a lack of interest and confidence in engaging with science-related topics (Garba, 2023). This negative attitude is often rooted in several interrelated factors, including inadequate teaching methodologies, insufficient practical exposure, and a lack of modern laboratory facilities. Moreover, cultural perceptions and parental expectations may discourage students, particularly females, from pursuing science-related courses, thereby limiting their future opportunities. The disconnect between the theoretical content delivered in classrooms and the practical application of scientific concepts further exacerbates the problem, leading to disengagement and underperformance. As a result, the overall quality of science education in Zaria LGA is compromised, with significant implications for students’ academic success and career prospects. Inadequate support systems and the absence of innovative teaching strategies contribute to a learning environment where science subjects are perceived as overly challenging and inaccessible. This study seeks to investigate the underlying causes of students’ negative attitudes towards science and to evaluate how these attitudes affect academic performance. By identifying the key determinants of science attitude, the research aims to provide actionable recommendations for educational stakeholders to create a more supportive and engaging environment for science learning. Addressing this issue is critical not only for improving individual academic outcomes but also for ensuring a steady pipeline of future professionals in science, technology, engineering, and mathematics (STEM) fields (Suleiman, 2024).
Objectives of the study
- To assess students’ attitudes towards science subjects in secondary schools.
- To identify the key factors influencing these attitudes.
- To recommend strategies to foster a positive attitude towards science.
Research questions
- What are the prevailing attitudes of secondary school students towards science subjects in Zaria LGA?
- What factors contribute to these attitudes?
- How can teaching practices be modified to improve attitudes towards science?
Research Hypotheses
- H1: Positive teaching methodologies are positively correlated with students’ attitudes towards science.
- H2: Availability of practical laboratory resources significantly influences student interest in science.
- H3: Socio-cultural factors negatively affect the attitude of female students towards science subjects.
Significance of the study
This study is significant as it examines the factors influencing students’ attitudes towards science subjects in Zaria LGA, offering insights that can help educators and policymakers design more effective teaching strategies. By identifying the determinants of positive and negative attitudes, the research will inform curriculum development and resource allocation, ultimately aiming to boost academic performance in science. The findings will be instrumental in fostering a more engaging and supportive learning environment that encourages student participation and interest in science.
Scope and limitations of the study
This study is limited to assessing students’ attitudes towards science subjects in secondary schools within Zaria LGA, Kaduna State. It focuses on identifying influencing factors and evaluating their impact on academic performance. Limitations include the reliance on self-reported data and potential variability in teaching practices across schools.
Definitions of terms
- Attitude: The predisposition or mindset of students towards a subject, reflecting their interest and engagement.
- Science Subjects: Academic disciplines related to natural sciences, including physics, chemistry, and biology.
- Practical Exposure: Hands-on experiences in science learning, typically provided through laboratory work and experiments.
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