CHALLENGES OF IN LEARNING SCIENCE ORIENTED SUBJECTS AMONG STUDENTS OF GOVERNMENT GIRLS COMPREHENSIVE SCIENCE SECONDARY SCHOOL ALIERO

CHALLENGES OF IN LEARNING SCIENCE ORIENTED SUBJECTS AMONG STUDENTS OF GOVERNMENT GIRLS COMPREHENSIVE SCIENCE SECONDARY SCHOOL ALIERO.

Abstract
This research work (study) was conducted to investigate and examine the challenges affecting the learning of science subject of student in girls senior secondary schools a case study of //Iseyin local Government Area. Four schools were randomly selected, eighty (80) female student participated on the research work and twenty (20) female student from each of the schools were selected. The research work brings to light the challenges affecting the learning of science subject of female student in science subject which depends on the teachers attitude towards the teaching of mathematic, Female student attitude towards the learning of science subject, Qualification, professionalism and teachers  strategies and finally the school environment and its degree of discipline

CHAPTER ONE
INTRODUCTION
1.1 Background information
Education is widely recognized as a key to national development. An increase in access and quality of education, relatively to the national population is critical to socio-economic growth and productivity, health development, enhanced democracy, good governance and good leadership, increase individual earning and subsequently reduced income inequalities, and the reduction of poverty ( Hosea, 2003).
Discussion of Asia and the Pacific as a region is problematic, given the wide variation in levels of economic development, overall level of education enrollment and gender parity in admission of girls to science subjects. South Asia is clearly the sub-region with the poorest performance, with the exception of Srilanka and the Maldives were the situation is average maintained. East Asia fares best,withTaiwan,Korea, Hong Kong,and Singapore reaching levels of education on a par with western industrialized market economies.
There is adequate evidence that educating a woman is beneficial at national, community and individual levels. With even a basic education, individual women effectively engage in economic activities and thus contribute to greater national productivity. Summer (1997) cement that, investment in girls education may well be the highest return on investment available in developing the community and the world in large (p. 26)
Performance of girls in science subjects in Nigeria schools has been a persisting challenge. It generally agreed that in the current knowledge economy society, science technology and innovation plays a major role toward the achievement of the millennium goals in achieving universal primary education. Several challenges contributed to moderate participation and performance of girls and women in science and technology, lack of motivation in learning science subjects, absence of competent and committed teachers who will guide students practically, and un friendful teaching and learning environment. It therefore agreed that achievement of gender parity in science should rely on an appropriate mix of strategies based on lesson learned from best practices and experience at national regional and international levels (Githui, 2009)
The results for the 2011 Nigeria certificates of education (NCE) examination indicates that science subjects continue to harvest un desirable performance compared to arts. According to Mathew (2012)  claim that nearly quarter of the candidates did not pass chemistry and biology. He observed that while marking the examination evidence pointed to candidates failure to finish subjects syllabus and lack of practical knowledge for scientific experiments ( p. 39)
Since the attainment of political independence in 1961, the government of Nigeria has placed emphasis on the role of education and science  in socio-economic and political development. Both the Nigeria constitution and international organs like UNESCO has campaign on outlaw discrimination on the basis of gender and activated on social justice and equal opportunities with regard to education (Sarah ,1999)
1.2 Statement of the Problem
The need to learn Mathematics and Science subjects in today science- oriented, computerized world for the purpose of comprehend the eras of technology is totally inevitable. Rapid growth, new development and technology have made the acquisition of new and substantial information in skills in order to increase the ability to adapt to the changing condition of life, understand the eras technology and scientific knowledge imperative for all. Along these lines, some subjects such as mathematics, Physics, chemistry and biology demand greater attention and investment in society education plans. This especially true in the world today which become more computer and science oriented by hour. Considering their fundamental nature and their influence in the growth and development of thought, strengthening the foundation of research, science is of great importance. This is presently why mathematics is practically the only subjects which are taught in government girls comprehensive science secondary school Aliero.  Unfortunately, despite absorbing a wealth of human and financial capital from the society, family and the government, science proves to be the most problematic Subjects in girls secondary school Aliero.
Girls in this regard, display greater difficulties of mastering science subjects in different levels. In many developing countries and even in most parts of industrialized world, girls show a lower level of performance than boys and associate negative connotation to sciences subjects in general.  Therefore this study sought to find out the challenges of in learning science oriented subjects in Government Girls science secondary school that influences girls learning of sciences subjects particularly in Girls secondary school,Aliero
1.3 Purpose of the Study
The purpose of this study will be investigating the challenges that influence girls learning of science Subjects in Government girls comprehensive science secondary School Aliero and asses the strategies which would be used to improve girls performance in their examinations
RESEARCH QUESTIONS
To facilitate the study, attempts are made in providing answers to the following questions:
- Does attitude of the teacher towards the teaching of science subject affect female student‟ academic performance in Government Girls comprehensive science secondary school,Aliero
- Does attitude of student towards the learning of science subject affects their learning of science subjects in girls secondary school in Aliero local Government
- Does teacher‟s qualification, professionalism and teachers strategy affects the student academic performance in Government Girls Comprehensive science secondary school,Aliero
- Does the school environment and the degree of discipline affect the academic performance of female student in Government Girls Comprehensive science secondary school in Aliero local Government
1.6 Significance of the study
The findings of this study will add the existing body of knowledge about students’ abilities in practical aspects of science subjects in Government girls comprehensive science secondary school,Aliero(Kebbi State) at the National examination in Nigeria (NECO). Using this knowledge, stakeholders and especially teachers of sciences subjects may understand better on how boys and girls differ in their performance of practical skills. This will enable them to devise techniques that may maximize the benefits of training in practical skills for both boys and girls in Aliero local government. Also by using the findings of this study, the school managements and others education partners will develop a mentorship programs that will motivate and encourage students and especially girls to take up sciences subjects and eradicate the notion that technology is a male field.
1.7 Scope of the Study
The study will be conducted in kebbi state metopolis by selecting two secondary schools that will be as a map road for the successful collection of the required data for this study..
1.8 Limitation of the study
This research work will not be a success without limitation, The researcher predict that she might face some challenges during data collection in the selected field. Among of these challenges will be shortage of fund, language barrier, hesitance by some of the respondents and limited time of conducting this study. Apart from these challenges the researcher believe that she will collect  data for this study in a successful way by being active and encourages the targeted respondent to give her a positive corporation.
1.9 Definition of the Keys terms
Science subjects, these are subjects that are parts of the curriculum and constitute part of the core and compulsory subjects. These science subjects in secondary schools include Mathematics, Biology, Chemistry, Physics and computer.
Secondary schools, is the term used to describe an educational institution that intermingle primary education and college or university education. It follows elementary or primary education and may be followed by university (tertiary) education.
Performance is the ability to do something that can be good or bad, high or low or average. For example, the performance of girls in chemistry test can indicate academic abilities among girls in secondary schools.
Stakeholders are the persons or company that works as a system toward achieving common goals, especially because they have invested money in the company or project.
Student, is a person who is enrolled in a given school, college or university for the purpose of learning something.

CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
This chapter reviews some of the available literatures on the challenges that influencing girls learning of science subjects in the world and the developing countries. As the study becomes more specific, the historical perspectives and challenges for girl’s academic performance in Nigeria are presented and discussed.   
2.2. REVIEW OF THEORETICAL FRAME WORK
Academic performance as defined by the Wikipedia group refers to how student deals with their studies and how they cope with or accomplish different task given to them by their teacher (wikki.answer.com). Science subject they say is between the key and door to all sciences and world technology, no nation in the world can make any technological progress without science subject.                    2.3 CONCEPT OF POOR ACADEMIC    PERFORMANCE IN LEARNING SCIENCE ORIENTED SUBJECTS
Poor academic performance according to Aremu (2000) is a performance that is adjudged by the examinee (testee) and some other significant as falling below an expected standard and conditions given. The interpretation of this expected or desired outcome is better appreciated from the perpetual cognitive ability of the evaluator of the performance.
The evaluator can therefore give different interpretation depending on some challenges and conditions for passing judgement. The criteria of high excellence can be from (50- 100) % depending on the subjective yardstick of the examiner or the evaluator.
For instance a 70% performance of senior secondary school science subject examination is by all standards an excellent performance. However a cursory (thorough) look at the performance and the individual examined and the standard of the test or examination he or she took could reveal that the performance is of a very low standard.
On the other hand, a junior secondary class student performance of 50% in ss3 science subject can said to be a poor performance when in an actual fact the performance is by all means a very good one. This shows that the concept of poor academic performance is very relative and this depends on so many intervening variables which will be treated in cause of this research work and will be explained in details.
2.4 TEACHERS ATTITUDE TOWARDS TEACHING OF SCIENCE SUBJECT IN NIGERIA
Attitude has a very serious implications for the learner, the teacher, the immediate social group with which the individual Learner relates and the entire school system. Attitudes are formed as a result of some kind of learning experiences. Attitudes are relatively enduring beliefs or opinions that predispose people to respond in a positive, negative, or ambivalent way to a person, object, or idea.
Teachers are, invariably role models whose behaviour are easily copied by female student, what teachers like or dislikes, appreciate and how a significant effects on female student‟ academic performance. Unfortunately, however many teacher seldom realize that how they teach, how they behave and how they interact with female student can be more important than what they teach.
In a nutshell, teacher‟s attitude directly affects the academic performance of female student in the learning of science subject. Teacher‟s attitude towards teaching of science subject goes a long way in affecting the female student very well. The importance of science, particularly science subject in the technological development of a nation cannot be over-emphasized. However we cannot lose sight of the fact that in any teaching and learning process, the student, teacher, the curriculum and the learning environment are the four
(4) pivot. There are many problems facing the teaching of science subject in school. Teachers aim at tending to cover the scheme of work rather than teaching to the student understanding.
Gangoli cited in Igwe (2002) stipulates that for and effective academic performance of female student in science subject, there has to be motivation on the part of the teacher.
Alwater (2001) opine that the teachers has a great role to play in changing the attitude of female student towards the study of science subject owing to the fact that it is the bedrock of any scientific and technologically advance nation.
He further stated that the teacher as a facilitator have the responsibility not only to carry student along with them in the teaching and learning processes, but should endeavour that each female student is systematically attend to arouse their towards the study of science subject thereby changing their negative attitude towards the study of science subject.
Generally, the attitude of teacher towards the teaching of science subject affects the student performance in the field of the studies. As stated by the National Policy of Education (2004) and educational standard cannot rise above the standard of the teacher. A lot of secondary schools in Nigeria have a lackadaisical attitude towards their work; they are not fully prepared for the lesson, they are so busy in the staff room discussing irrelevant
matters that will cause more harm than good, making the teachers to omit class lessons and this in turn will make the student loose interest in learning the subject.
2.5 FEMALE STUDENT ATTITUDE IN SCHOOLS
Attitude plays an important role in the academic performance of student in all subject not losing sight on the subject of consideration, it is believed that one‟s attitude towards a subject to a great deal determine the success of the person in the subject. Taking attitude as a predisposition towards behaviour, it is reasonable to assume that the more likely the attitude of person to a particular subject, the more likely he is to succeed in that task.
Machlug (2007) opine that it is the study of education to better the standard of living in any given society, hence, attitude of female student towards the teaching and learning of science subject in secondary schools must be carefully examined to ensure that the necessary value of education are enjoyed. Science subject must be taken seriously in this 21st century for the effective and efficient progress of any country (Nigeria as a case study).
Furthermore Ogunkunle (2007) supported the above views by stating that the study of science subject must be considered if there is going to be scientist and technologist in any country, thus, the quality of science subject education can change to the better if and only if the student have a positive attitude towards the subject in question. It is also noted that successful student do not only have good study habit or techniques but that they are also highly motivated to study science subject. For a student to perform immensely in the science of science subject your attitude must be towards positive advancement.
Denga (2002) affirmed that the achievements of high grades and intellectual capacity are interwoven but one is not the automatic product of the other.
It is certain that an averagely intelligent student who masters the techniques of studying performs better in examinations than bright student who do not know how to study effectively. Student‟s attitude has other variables within it which will be discussed briefly and they are as follow;
Student problem solving skills
Interest of the student
Motivation and student self-concept
2.5.1 STUDENT PROBLEM SOLVING SKILL
Problem solving skill is the way or method the student uses in finding solutions to problem or exercises. If the student lack this skill in the field of science subject, this will affect his/her academic performance negatively and can never do well in any science subject topic because the student lacks the basic foundation in tackling problems. On the other hand if the student possesses great skills
in solving exercises he is to perform extremely very well. For instance, an exercise from quadratic equation, the student can just choose to use any of the methods known universally like formula method, completing the square and challengesization, etc.
Generally, problem solving skill affects the academic performance of female student in science subject.
2.5.2  INTEREST OF THE STUDENT
Interest plays an important role in the study of any subject which includes brain storming courses like science subject, physics, chemistry, etc.
Contributing to this, Omosewo (2000) emphasized that without interest, efficient learning of science subject would be hardly conceivable and there would be no progress without effort. These two statements involving interest and effort are by no means opposed to each other.
Ihiegbulem (2000) remarks that interest is very important in determining the success or failure of whatever venture on embarks on. Female student perform better when they have interest in what is to be learned. On the other hand, lack of interest in science subject will affects the student academic performance adversely. This is because nobody learns affectively what hi is not interested in, even if the student is been forced, it will still be futile.
2.5.3 MOTIVATION
Motivation is the inner arousal or drive to achieve a goal. Motivation especially within the person facilitates learning. Female student who are internally motivated to carry out certain tasks learn and perform better than those that are not motivated. If the student is not internally motivated the academic performance of the student in science subject will be affected. On the other hand, if the student is motivated he will do well in his scholastic performance and activities.
2.5.4 SELF- CONCEPT
This is the way one thinks about his/her self. Self-concept plays a vital role in anything one does in his entire life. The theory of self- concept plays a paramount rule in the learning of science subject, since science subject is a brain storming course, the way female student thinks about the course affects them. If a student takes up challenge that the science of science subject is not a difficult task and work progressively to the achievement of his statement, the student will perform very well, but if the student sees science subject as a very difficult course, he will never successes in the field of science subject. No wonder it is said that a journey of a million miles starts with a single footsteps and also step taking in life matters in mark marking. So self-concept affects academic performance in science subject and other sciences.
2.6 TEACHERS QUALITY AND PROFESSIONALISM
An important sign of a long range health of a nation depends on the spirit and quality of its teachers. There are only handfuls of teacher(s) who are dedicated to their nation and to the female student. It is for this reason that Nigerians are correct in emphasising the importance of getting the very best into teaching and make every effort in keeping them.
Adeyemo (2005) remarks that no profession in Nigeria has suffered reversal of fortune than teaching. This, they submit has affected the commitment expected of the teachers. This then implies that the quality of service rendered by an unmotivated teacher could affect academic achievement of learners.
The future of any nation rest on the shoulders of its teachers for the quality they possess will inevitable is reflected in the citizens of tomorrow. This statement agrees with that of National Policy of Education (2004), the quality of education of any country cannot rise above the standard of its teacher.
According to Ogunkunle (2007) quality education is a serious venture of acquiring knowledge through desirable means. Quality in terms of process rest on the shoulders of the teachers. The teacher‟s pedagogical approach is paramount in the instruction in general. The technological explosion in the nation necessitates a shift from the traditional way to innovate methods of teaching.
Ajayi (2002) noted that the rapid increase in school enrolment especially in the area of free education bin some states brought
about the increase demand in the number of teachers needed, based on this, a large number of temporary certified and uncertified teachers were employed to meet the demand. He further stated that it was after the recruitment of these unqualified teachers that the standard of education in Nigeria started to fall. Similarly, Adesina (2000) has observed that teachers constitute the simplest importance fabric of which hangs the success of the whole education at edifice.
Sidhu (2006) supported that the teacher in question must be qualified before he or she can impact necessary knowledge for the up liftment of the desire of the student towards the study of science subject.
In our secondary schools, many teachers teaching science subject are just school certificate holders and lack professionalism in the teaching of science subject, some are even NCE that graduated below credit level, not even the problem a student that graduated as a business student teaching science subject just because he/she passed the test given in the school, causing more harm than good, sir Kingdom Eke will always call those follows children deceivers. Before any one should be allowed to teach science subject, the teachers discipline should be known and critical screening should be carried out like years of experience as a science subject teacher, knowledge of the subject matter.
2.7 TEACHERS STRATEGIES
The means or strategies employed by teachers in an attempt to impact knowledge to the learner is referred to as methodology or strategies.
Teacher‟s strategies have to do with how teacher structures, patterns and organize his lesson in other to engender the expected learning outcome. Teachers when considering your science subject teaching, the teacher should not lose sight on the expected outcome.
According to Allen (2001), teachers of science subject subject should be open minded and embrace new reforms in science subject education. They should make use of constructivism instruction strategy and provide clear explanations, which build the female student confidence by making science subject reasonable, exciting and understandable. A science subject concept once understood can no longer be intimidating but interesting. Therefore, the application of the proper strategy in the teaching of science subject makes the teaching of science subject accomplished.
Teaching of science subject should portray rational thinking so that female student can nurture their sense of beauty in science subject.
In the teaching strategies the teacher should consider the following strategies:
-Instructional material
 -Teaching method
2.7.1 INSTRUCTIONAL MATERIAL
Ghamanja (2001) opines that instructional materials refers to those resources which appeals to all senses and enrich learning, such materials include chalkboard, visual symbols, still pictures, models, motion pictures, photographs, radio, television, programmed materials, text books and other print materials.
Jeremiah (2009) sees instructional materials as anything used by the teacher to satisfy the educational need of the learner. He went further to state that instructional materials are the resources (materials) used by the teacher in the teaching and learning process with the primary aim of achieving the objectives of the lesson.
Experiences over the years have shown that teachers have been depending on excessive use of the words to express or convey ideals or facts in the teaching- learning process. Today advances  in technology have made it possible to produce materials and devices that could be used to minimize the teachers talking and at the same time make the message clearer, more interesting and easier for the learner to assimilate (Onasanya, 2008).
Instructional material plays a vital role in determining the academic performance of female student in science subject. The proper organization, analysing and placing his instructional material helps to engender the expected learning outcome. The learning of science subject needs good and well-structured instructional materials because numerous topics in science subject that need well organized materials like, geometry, trigonometry, just to mention a few.
In choosing a topic to teach, the teacher should know the kind of instructional material to be used there is a tiny chance for learning to be accomplished very well.
2.7.2 TEACHING METHOD
Teaching as a profession also has its own method. Teaching method or instructional method refers to the various ways the teacher organizes teaching and learning process in other to achieve the objectives of a given lesson. There are various methods of teaching. It is difficult to use one method of teaching, in the field of teaching science subject a lot of teachers misuse the supposed teaching method to teaching method to teach science subject making the class boring and the interest of the student will not be encouraged any more. The kind of instructional method that should be used in teaching science subject are;
- Demonstration method, Socratic method, Play way method, Demonstration method.
Lecture method should not be encouraged at all, but in our  schools today many science subject teachers uses the lecture method. A high academic performance to be achieved by the student the use of proper instructional method should be implemented.
2.8 SCHOOL ENVIRONMENT
Ibrahim (2002) defines environment as “surrounding circumstances or influence”. To Idowu (2001), environment is everything in a child‟s world that he or can see, hear, taste, touch, smell or feel exerts some influence on his or her development and learning behaviour.
The school environment is a close environment in which members of the environment interact with one another. A substantial position of a student‟s day spent in school and the school environment exert dramatic effects on their learning behaviour.
The un-conducive atmosphere of our secondary schools‟ learning environment also contributes to the poor academic performance of female student. Our secondary schools are experiencing astronomical increase
in population to the extent that some classes use 2-3 registers for a class having up to 200 female student. In such situations, teacher student ratio is 1:200. The recommended 1:50 ratio has gone into extinction.
Knowing female student by name is no longer in vogue in Nigerian secondary schools. The problems of too large population of female student in classroom do not create a good condition for learning which can lead to poor academic performance of female student.
The school environment is more productive in challenges that affect the academic performance of female student. The school environment has to do with the location of the school; the infrastructure great
extent affects the academic performance of the student. For instance, a school located close to the road that is very noisy, there is every tendency that it will distract the attention of the student and when the attention of the student has been distracted there is great possibility of poor academic performance. On the other hand, if the school is sited at a nice and a quiet domicile the student will concentrate very well.
The school infrastructure also plays a vital role in academic performance of female student, in Nigeria schools today a lot of secondary schools have poor groundwork building which affects female student. Idowu (2002) explains that the classroom situation is usually over crowded due to large enrolment in the school of Nigeria. Taking omoku as an example, 90% of the government schools don‟t have library, adequate desks for seating and all that will aid their science subject performance.
Still in environment, class room management plays an important role in achieving academic performance. Classroom management can be defined as the allocation of human and material resource in an organization so as to achieve a given goal. Classroom management helps the teachers to manage his class. The standard of a class is to be 40 female student per class, but in Nigeria schools the class is over teeming (crowded) with about 80-90 female student causing many distraction and possibly no good outcome will be engendered.
2.9 DEGREE OF DISCIPLINE
The term discipline is used in a variety of senses, but underlying it fundamentally, is the idea of order, restraint, and control, without which the chaos of all phenomena will be simply intolerable to contemplate.
Discipline means a system of guiding the individual to make reasonable and responsible decisions. One important test of a good or effective academic performance in the science of science subject is the area of discipline.
Research works have shown that the nature of discipline in the house and school affects academic performance of female student (Aremu, 2000).
Schools in their bid to discipline the female student have been found to be autocratic, democratic or permissive. Female student whose teachers are autocratic live in fear and may likely transfer such to the learning process. Such student has low self-concept (worth) insecurity and may find it difficult to consult teacher when having scholastic challenges.
This kind of discipline affects the student psycho-motive domain, making the student in balance and cannot perform very well.
Oluwole (2000) found that the degree of self-efficacy and anxiety manifest by learners determine their learning of science subjects in the science of science subject. On the other hand, school that practice
the permissive kind of discipline are too complacent, unmotivated and lack personal will to succeed from scholastic activities.
On that same note it has been established that schools that exercise or practice the democratic disciplinary method is very helpful to the student in terms of academic performance in any subject. Female student receive punishments that are commensurate with offence committed.
Thus, it has been established that female student that receives the democratic type of discipline performs better than their counter parts.
Challenges that Influence Girls Poor Performance in Science Subjects
The high failure rates among girls in science subjects as compared to others subjects in Nigeria is alarming. There seems to some contributory challenges that are leading to the failure rate.  Peter (2003) states that liking is a frequent occasion for the development of personal relationship in that it predisposes people to enter into them. Good environment is not being created for learners to have an interest in science subjects.  Therefore a good environment must be created for knowledge to be fostered on the part of science subjects to children (p.233).
According to the research done by Good luck (1998), students expressed considerable liking of certain subjects than others. He also found out that, teachers offering certain subjects appeared to occupy position of declining significance in the lives of the learners. The picture that emerge in classroom becoming reutilized with respect to instructional practices.  He concluded by commenting that, when learners are motivated by their teachers they will build interests to their studies simply because, “a person cannot develop a positive attitude towards something he or she does not like because interest is the sin for affection and appreciation” (p. 39)
Eisner etal (1995) said that, the lack of teaching media and subject’s apparatus like laboratory facilities seem to be other challenges that contribute toward the poor performance and passing rates of science subjects. This means that most of the teaching is based on theory. Science is practical subjects and some of the concepts need to be demonstrated practically. Certain aspects like displacement reaction, osmosis, transpiration in plants, seed germination and others need practical demonstration and student’s observation. Theory and practice must go hand with hand and it will bridge the gap between theoretical and practical knowledge. Learners cannot apply practice what they are taught in theor , Practical lessons are important( Lepper ,1996).
Girls Perception toward Science Subjects in Secondary Schools
The right to education, which is a fundamental human right, is frequently denied to girls in some Africans countries. The then United Nation Secretary General, Kofi Annan stated that, in Africa when families have to make a choice, due to limited resources of educating either a girl or a boy child, it’s always a boy that is chosen to attend school. Even in subjects choices science subjects are perced to be for boys, although girls believe that even themselves they can compete with boys because sciences subjects are like others subjects taught at school ( Hellen ,1999)
According to Davis (2003) state that in societies where girls are living in boarding schools seems to perform better than these who are day scholars. Hostels and dormitories gives girls security and protection as well a complete time to revise and perform different scientific practical weather individually or in groups. Likewise some educated parents encourage girls to enroll in sciences subjects because science subjects ensure them a good job in future. Davis concludes that most of girls love science subjects when they are under professional teachers with full practical equipment’s.
2.3Strategies for Influencing high Performance of Girls in science Subjects
Wanjori and Yara (2011) said that, teachers are the prime challenges in the performance of students, therefore in improving girls learning of science subjects teacher’s qualification should not be left aside. They comment that teachers qualification to science subjects predict students’ performance in a particular subjects. This is in agreement with the findings of Kaur (2004) who comments that in Singapore the problem of teaching mathematics and science needed qualified teachers or educators and recommended that the ministry of education should equip mathematics and science teachers with the necessary skills through in-service courses (p.79).
Holmes (2000) argue that, practical lessons enhance more understanding of the subject matter  and the lack of practical lessons in learning-teaching situations gives rise to a limited scientific basis of teaching . This could be the case with the sciences in girls learning of their internal and national examinations. True knowledge of teaching is achieved by practice and experience in the classroom. In enhancing practical learning in science, the availability of equipped and scientific laboratory is inevitable. This will motivate students to perform different scientific practices and develop high capacity and understanding of the knowledge being taught. 
2.4 Research Gap
There is limited information on girls learning of science subjects in secondary schools. The literature reviewed has highlighted several challenges that contribute to poor performance as researched by different researchers internationally and in Nigeria. These researchers did not highlight in details girls’ perception toward science subjects, and the challenges that will influence their high performance in science subjects. This study wish to investigate in detail the challenges influencing girls learning of science subjects and suggest the best ways of maintaining it.

CHAPTER THREE
RESEARCH METHODOLOGY
This chapter carries the model used in data collection details and procedures in conducting this research. It comprises of the following headings:
Design of the study
Population of the study
Sampling and sampling techniques
Instrumentation
Reliability and Validity of the instrument
Administration of instrument
Method of data analysis
DESIGN OF THE STUDY
The design of the study is a survey design
POPULATION OF THE STUDY
The population of the study consists of all secondary school female student in Aliero local Government Area, Kebbi State .
SAMPLING AND SAMPLING METHOD
In each school twenty (20) female student were randomly picked in the senior secondary school (SSII) to participate in the study making the sample size come up to eighty (80) drawn from four sampled secondary schools. In each of the school, twenty number of questionnaire was administered and the same number of questionnaire was retrieved.
INSTRUMENTATION
Data of this research was collected with the aid of a questionnaire based on likert scale.
RELIABILITY AND VALIDITY OF THE INSTRUMENT
The questionnaire item will be developed by the researcher under the guidance of my supervisor. It is certified valid and reliable based on their value. This instrument was prepared to find out the challenges affecting academic performance of student in science subject.
ADMINISTRATION OF INSTRUMENT
The researcher administered the questionnaire to the female student himself who completed the questionnaire and returned them to  the researcher on the spot. A total of eighty (80) questionnaires items were administered to the student/respondents.
METHOD OF DATA ANALYSIS
The researcher group the response to help him in the analysis of the data of the data collected. Likert scale method was used to each scaling item just shown below;
Strongly agree
(SA)
- 4

Agreed
(A)
- 3

Strongly Disagree
(SD)
- 2

Disagree
(D)
- 1

Using the mean formula X = FX
N
4+3+2+1 = 10 = 2.5
4 4
Where;
X = sum of nominal value N = Number of items
FX = total number of items contained in questionnaire
The discussion point was place at 2.5, this is therefore implies that a mean rating of less than 2.5 is „Disagreed‟ while a mean rating more than 2.5 is „Agreed‟.
 CHAPTER FOUR
DATA PRESENTATION, ANAYSIS AND DISCUSSION OF FINDINGS
4.1 FINDING OF THE STUDY
Research Question 1
Does attitude of the teacher towards the teaching of science subject affects student academic Performance in Government girls comprehensive science secondary school, Aliero
SN
ITEMS
N
SA
A
D
SD
X
SD
REMARK

1
I understand science subject when teacher takes his time in breaking down the lesson been taught.

300

80

256

64

42

14

-

-

2

2

3.75

0.38

Accepted

2
I am scared of my science subject teacher for his attitude.
164

80
52

13
27

9
54

27
31

31
2.05
1.04
Reject

3
Science subject teacher is
always in a hurry to cover

192

80

68

17

42

14

72

36

13

13

2.44

0.99

Reject



his scheme of work.









4
Science subject teacher hardly motivates us during lesson period.

233

80

120

30

84

28

14

7

15

15

2.91

1.20

Accept

5
Science subject teacher is very unfriendly in class when teaching.
218

80
108

27
51

17
46

23
13

13
2.78
1.19
Accept


Grand Total Mean





2.78
0.96


 Table I: the table above shows the extent to which the attitude of the teacher towards the teaching of science subject affects the academic performance of student, the teacher should make a change towards a positive attitude so as to foster the performance of female student.
Research Question 2
Does attitude of the female student towards the learning of science subject affects their learning of science subjects.
 SN
ITEMS
N
SA
A
D
SD
X
S.D
REMARK

6
There is
nothing creative about science subject.

182

80

80

20

42

14

28

14

32

32

2.28

1.49

Reject

7
Science subject makes me feel confused and uneasy.

218

80

88

22

84

28

32

16

14

14

2.73

1.09

Accept

8
Communicating with other female student make me has a better attitude towards science subject.

278

80

176

44

90

30

12

6

-

-

3.48

0.48

Accept

9
Extra time should be given in the teaching of science subject.

300

80

256

64

42

14

-

-

2

2

3.75

0.38

Accept

 10
Science subject makes me think deep about the universe in general
210

80
56

14
120

40
16

8
18

18
2.63
1.03
Accept

11
Science subject is not  enjoyable at all
244

80
104

26
90

30
40

20
10

10
3.05
1.09
Accept


Total Grand Mean(x)





2.89
0.93


Table 2: Shows that the student has a positive attitude towards the learning of science subject and this will make them perform in science subject
Research Question 3
Does teachers qualification, professionalism and teachers strategies affects the academic performance of female student.
SN
ITEMS
N
SA
A
D
SD
X
S.D
REMARK

12
Our science subject makes the class boring when teaching

182

80

72

18

36

12

48

24

26

26

2.27

1.27

Reject


science subject.









13
The way










science subject is
been  taught is
216
112
78
-
26
2.7
1.57
Accept


not clear to me
80
28
26
-
26





and makes it










difficult to










understand










science subject.









14
Instructional










material  is not
been used in
162
48
72
16
26
2.03
1.21
Reject


the teaching of
80
12
24
8
26





science subject










by my teacher.









15
The teaching










method of our
science subject
230
96
102
24
8
2.93
0.87
Accept


teachers is
80
24
34
12
8





very boring.









16
Science subject










teacher lack
good teaching
234
120
78
24
12
2.93
1.12
Accept


skill making the
80
30
26
12
12





class not










enjoyable.










Total Grand Mean(x)





2.57
1.12


Table 3 Shows the extent to which teacher‟s qualification, professionalism and teachers strategies affects the academic performance of student, from the responses it indicates that if the teachers are diversified and open minded, the teaching process will be understandable to the student.
Research Question 4
Does the school environment and degree of discipline affect the academic performance of female student?
S/N
ITEMS
N
SA
A
D
SD
X
S.D
REMARK

17
For high
achievement of academic performance, high level of discipline should be maintained during lesson period.



290

80



228

57



57

19



2

1



3

3



3.63



0.47



Accept

18
Proper learning environment
improve

295

244

39

12

-

3.69

0.46

Accept

Table I: Shows the extent to which the attitude of the teacher towards the teaching of science subject affects the academic performance of student, the teacher should make a change towards a positive attitude so as to foster the performance of female student in the study of science subject.
Table 2: Shows that the student has a positive attitude towards the learning of science subject and this will make them perform brilliantly in science subject.
Table 3: Shows the extent to which teacher‟s qualification, professionalism and teachers strategies affects the academic performance of student, instructional materials when well organised and used properly will bring more understanding to female student and also the teachers should acquire lots of experiences in their bid for teaching profession.
Table 4: Shows the rate at which school environment and degree of discipline affects academic performance of female student. It indicates that environment plays a major role in the performance of student and also maintains a high degree of discipline in school.
SUMMARY OF FINDINGS
Based on the findings, eighty (80) female student participated in this research work and eighty (80) questionnaires were issued to the female student‟ to illicit information from them for and the research work and were retrieved the same day.
From the finding;
- It shows that female student are likely to perform brilliantly if and only if all the challenges discussed are well treated and made right
 CHAPTER FIVE
SUMMARY, CONCLUSION, RECOMMENDATION AND SUGGESTIONS FOR FURTHER RESEARCH
SUMMARY
This research work (study) was conducted to investigate and examine the challenges affecting the learning of science subject of student in science subject in senior secondary schools a case study of //Aliero local Government Area.
Four schools were randomly selected, eighty (80) female student participated on the research work and twenty (20) female student from each of the schools were selected. The research work brings to light the challenges affecting the learning of science subject of female student in science subject which depends on the teachers attitude towards the teaching of mathematic, Female student attitude towards the learning of science subject, Qualification, professionalism and teachers  strategies and finally the school environment and its degree of discipline.
CONCLUSION
With regards to the data collected and analysed they show that teachers attitude, student‟s attitude, Qualification and professionalism and also the school environment and its degree of discipline affects academic performance of student positively because when all this challenges are properly examined and play they needed roles in educational pursuit student academic performance will be sky rocketed to a better grade.
RECOMMENDATION
Based on all the findings concerning this research work, the researcher gives the following recommendations.
It has been confirmed that positive attitude towards the teaching of science subject foster the morah of the female student to be up and doing, therefore the teachers should make a right to positive attitude when teaching.
Female student should be made to know the importance of science subject in bid for education.
Qualified science subject teachers should be employed and trained to acquire more experience in the teaching and learning process.
Teachers should be open minded towards new reforms and be diversified in nature

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