An Investigation of Factors Affecting Students’ Science Learning Production in Gombe State Nigeria

Abstract

This research work seeks to analyze science learning production in senior secondary schools that
offer science subjects in Gombe state, Nigeria; by studying the significant impact of some input
factors on each school outputs (i.e. scores in physics, chemistry and biology). Three research
questions and hypothesis guided the study. Only eighty-six (86) schools were able to provide the
required substantial information. Data collected were analyzed using mean, standard deviation and
simple correlation. Out of the input factors used; Assessment on text books, home educational aids
and extra moral teacher on science, Laboratory facilities and Students’ teacher ratio in a class are
significantly correlated with the scores in Physics and Chemistry, while; Assessment on text books
and Home educational aids on science and Students’ teacher ratio are significantly correlated with
scores in Biology. Also, multiple regressions were analyzed to verify which of these common five
input factors contribute significantly to the students’ scores in physics, chemistry and Biology.
However, only home educational aids contributed significantly to the three fit models as follows
in: physics (β= 0.110 t=2.121 p=0.037 < α = 0.05), chemistry (β= 0.319 t=2.602 p=0.011 < α =
0.05) and Biology (β= 0.330 t=2.752 p=0.007 < α = 0.05). Thus, all other input factors have been
claimed not to have been significantly contributed to the fit of students’ scores in physics, chemistry
and biology. Therefore, the concerned authorities, parents and guidance are advised to increase
their efforts in providing the necessary equipments, materials, items and employ experienced
science-based teachers for science learning in senior secondary school.