Nigerian Pre-Service Teachers’ Science Anxiety

Oludipe Daniel Idowu

Integrated Science Department, School of Science, Tai Solarin College of Education, Omu-Ijebu, Nigeria.

DOI: 10.4236/ce.2013.45045                

Abstract

This study investigated science anxiety of two groups of would-be science teachers. A 20-item Science Anxiety Rating Scale (SARS) adopted from Bursal (2008) was used to gather data from the selected students. 360 science education students drawn from a college of education and faculty of education of a university in South-western part of Nigeria participated in the study. The sample comprised 200 (55.56%) of the final year Bachelor’s degree in education and 160 (45.44%) of the final year Nigerian Certificate in Education students respectively. Finding of this study revealed that there was statistically significant difference in the science anxiety of the two categories of would-be science teachers.

Keywords

Anxiety; Bachelor Degree; NCE; Science; Pre-Service Teachers

Conflicts of Interest

The authors declare no conflicts of interest.

References

[1]	Alebiosu, K. A. (1998). Effects of two cooperative learning models on senior secondary school students’ learning outcomes in chemistry. Unpublished Ph.D. Thesis, Ibadan: University of Ibadan.
[2]	Alebiosu, K. A. (2003). Readings in science education. Ibadan: Majestic Printers and Publishers.
[3]	Jegede, S. A. (2007). Students’ anxiety towards the learning of chemistry in some Nigerian secondary schools. Educational Research Re view, 2, 193-197.
[4]	Keeves, J. P., & Morgenstern, C. (1992). Attitudes towards science: Measures and effects. In J. P. Keeves (Ed.), The IEA study of science III: NCE: 1970-1984 (pp. 122-140). New York: Pergamon.
[5]	Linn, M. C. (1992). Science education reform: Building the research base. Journal of Research in Science Teaching, 29, 821-840. doi:10.1002/tea.3660290806
[6]	Murat B. (2008). Changes in Turkish pre-service elementary teachers’ personal science teaching efficacy beliefs and science anxieties during a science method course. Journal of Turkish Science Education, 5, 99-112.
[7]	NERDC (2004). National policy on education. Lagos: NERDC.
[8]	Oliver, J. S., & Simpson, R. D. (1988). Influences of attitude towards science, achievement, motivation, and science self concept on achievement in science: A longitudinal study. Science Education, 72, 143 155. doi:10.1002/sce.3730720204
[9]	Seligman Walkman, M. E. P., Walker, E. F., & Rossenhan, D. L. (2001). Abnormal psychology (4th ed.). New York: W.W. Norton & Company, Inc.