Improving Science, Technology and Mathematics Students’ Achievement: Imperatives for Teacher Preparation in the Caribbean Colleges and Universities

Abstract

The concerns of this article are the unacceptable status of Science, Technology and Mathematics (STM) Education in the Caribbean and how to improve the students’ achievement in the subjects involved through the instrumentality of better preparation of teachers by the Colleges and University faculties training teachers in the region. The index for measuring development among nations of the world is the level of scientific and technological advancement because the factors that influence development are based on human ability to explore, invest and utilize the natural endowments available in the nation. In other words, no nation can attain any reasonable level of development without meeting the vital demands of development particularly in the areas of science, technology and mathematics. Therefore, the article begins with the presentation of the importance and the status of STM education using the mirror of science students’ achievement at global level. Moreover, it is established that the Caribbean education also has some challenges to deal with in the areas of science, technology and mathematics education. The tertiary institutions, particularly the colleges training teachers and the universities are then challenged with suggestions of what they can or should do in teacher preparation that may have direct impact on improving the science students’ achievement in the Caribbean.

Keywords

• Achievement, Caribbean, Education, Science, Environment

Kaynakça

1. Aniodoh, H.C. (2001). Modern Aspects of Integrated Science Education. Enugu, Hacofam Educational Books. 177 – 195.
2. Cehelsky, M. (2003). Building Human Capacity for Economic Growth. Paper Presented: Segunda Conferentia International: La Ciencia En La
3. Educacion Basica. Fundacion Mexico-Estados Unidos para la Ciencia, 11 de Mayo de 2003.
4. Eze, T. (1996). Analysis and Criticisms of Models of Teacher Education: Implications for Vocational and Technical Teacher Education. In P.N.
5. Lassa; C.,M. Anikweze; and A.A. Maiyanga. (Eds). Teacher Education: An Imperative for National Development.
6. Godek, Y. (2004). The Development of Science Education in Developing Countries. G.U. KirsehirEgitini FakultesiDergisi, Cilt 5, Sayi 1. 1 - 9
7. Granston, C.N. (2007). Are Jamaica’s Preservice Teachers Prepared to Teach in the 21st Century Classroom?. In M. Peart and H. Morris:
8. EduVision: Enhancing Governance and Leadership in Education and Training Through Technology Innovations. 27 – 43.

9. Griffin, J. (1998). CAL Innovation as Viwed by Purchasers of Computer Software in Secondary Schools. Journal of Computer Assisted Learning, 4 (1), 34 – 43.
10. IEA. (2004). Trends in International Mathematics and Sciences (TIMSS). Wasington, USA Department of Education.
11. Iheonumekwu, S. (2006). Innovations and Best Practices in Education. A Paper Presented at the 4th Annual Conference of Faculty of Education, Abia State University, Uturu.
12. Jegede, O.J. and Okebukola, P.A.O. (1998). Some Socio-cultural Factors Militating Against Drift Towards Science and Technology in Schools. Research in Science and Technology Education, 7(2), 141 – 151.
13. Kadijevick, D.J. (2002). Four Critical Issues of Applyong Educational Technology: Standards to Professional Development of Mathematics
14. Teachers. Proceedings of the 2nd International Conference on the Teaching of Mathematics at the Undergraduate Level, University of Crete.
15. Lips, D & Mcneil, B.J. (2009). A New Approach to Improving Science, Technology, Engineering, and Mathematics Education. Available at: http://www.heritage.org/research/education/bg2259.cfm
16. Macedo, B. (2000). A Panorama of Science Education in the Latin America and Caribbean region. Connect Vol. xxv, No. 3- 4, 10 – 12.
17. Miller, E. (2009). Teacher Development in the Caribbean. Available at: http://people.stfx.ca/ibertsch/GrenadaReadings/Miller.pdf
18. Ogunkola, B. J. (2005). Science knowledge of Junior Secondary School Graduates: Influence of Gender and Location. Journal of Educational Focus, 6, 53 – 61.
19. Ogunkola, B. J. (2008). Computer Attitude, Ownership and Use as Predictors of Computer Literacy of Science Teachers in Ogun State, Nigeria. International Journal of Environmental and Science Education, 3(2), 53 – 57, Turkey
20. Ogunkola, B. J. and Olatoye, R. A. (2008).Gender Differentials in Science and Mathematics Achievement among Senior Secondary School Students in Ogun State, Nigeria. Review of Higher Education and Self—Learning (RHESL) 1(2), 9 – 13.
21. Ogunniyi, M.B. (1996). Two Decades of Science Education in Africa. International Science Education 70(2). 111 – 122.
22. Okebukola, P.A.O. (1995). Barriers to Good Quality Science, Technology and Mathematics Education. STAN Newsletter (2)1.
23. Oriaifo S. O. (2000). Factors Militating Against Effective Science, Technology and Mathematics Education in Nigeria. A Monograph.
24. Shaikh, K. (2000). Science, Technology and Mathematics Education: A Global Perspective. Connect. Vol. xxv, No. 3 – 4, 1 – 3.
25. Soyibo, L.O. (1986). Causes of Students’ Underachievement in Science. 27th Annual Conference Proceedings of STAN. 95 – 99.
26. Sweeny, A.E. (2003). Science Education in the Caribbean: Analysis of Trends. In T.Bastick and A. Ezenne (Eds): Researching Change in Caribbean Education. Jamaica, Department of Educational Studies, University of the West Indies, Kingston.
27. Ukeje, B.O. (1997). The Challenges of Mathematics in Nigeria’s Economic Goals of Vision 2010: Implications for Secondary School Mathematics. Paper Presented at the 34th Annual National Conference of the Mathematical Association of Nigeria (MAN).