Effect of the O’level education science policy on secondary school students' attitude towards sciences in nama sub-county, mukono district, Uganda

Abstract

The study aimed at analyzing the impact of the O' Level Education Science Policy on students' attitudes towards studying science subjects. The study was guided by four objectives; to determine the impact of making sciences compulsory at O' Level on girls' and boys' attitudes towards studying sciences; to investigate the impact of Education science policy towards provision of school science facilities on O' level students' attitudes towards studying sciences; establish how provision of refresher courses to science teachers influenced O' level students' attitude towards studying science subjects and to explore strategies for improving the O' level Education science policy's ability to make students love studying science subjects. Literature was reviewed and gaps identified and the study filled those gaps. The study used a comparative cross sectional survey research design that included qualitative and quantitative data. The total sample of respondents sampled was 150. They comprised of 5 sub county officials, 5 Head teachers, 25 teachers, 75 students, 10 lab attendants and 30 parents. They were selected using purposive and simple random sampling techniques. Data collection Instruments included questionnaires, interview guide, documentary review, focus group discussion and observat10n guide. Quantitative data were analyzed by descriptive statistics while content analysis was used for qualitative analysis. The study showed that students' hated science subjects, Schools suffered from inadequate science facilitation. Schools lacked competent qualified teachers. The study recommended that government provides adequate science scholastic materials to schools, there should be training and recruitment of science teachers in schools and that MOESTS should allocate more funds to cater for sciences specifically.