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Olorundare, S.T. (1988). Scientific literacy in Nigeria. The role of Science Education programmes: International Journal of Science Education, 10 (2), 151-158.

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Restructuring Science Teaching in Nigerian Tertiary Institutions

1Jigawa State University, Kafin Hausa, Nigeria

American Journal of Educational Research. 2014, Vol. 2 No. 11, 1100-1103
DOI: 10.12691/education-2-11-16
Copyright © 2014 Science and Education Publishing

Cite this paper:
AbdulRahaman I. Ibrahim. Restructuring Science Teaching in Nigerian Tertiary Institutions. American Journal of Educational Research. 2014; 2(11):1100-1103. doi: 10.12691/education-2-11-16.

Correspondence to: AbdulRahaman  I. Ibrahim, Jigawa State University, Kafin Hausa, Nigeria. Email:


only few, if at all there is any, teachers who did not desire in their hearts to do what is best but the question is, why the poor students performance? One of the basic qualities of a curriculum is dynamism, therefore there is need to examine those activities that could promote Science teaching in Tertiary Institutions. Of course the general observation of current happenings in Nigerian tertiary institutions revealed that there is a decline in student enrolment in science courses, students are performing poorly academically and that science has not been taught as expected. For these reasons there is a need for science teachers to adopt practices which will encourage students to put more efforts in their study and analyze data as scientists do. Recommendations are made toward promoting science teaching and at the same time assist in increasing the number of trained and qualified science teachers in Nigerian schools.