Narayan Prasad Sapkota, Fellow researcher, TISS
Abstract
This action research investigates the challenges of teaching science in private schools in Nepal. Using a mixed-methods approach, the study identifies key obstacles faced by science teachers, including inadequate resources, insufficient professional development, and low student engagement. The findings highlight the need for strategic interventions to improve science education quality.
Introduction
Science education is fundamental to developing a nation’s scientific literacy and innovation. Despite the higher fees and perceived better quality of private schools in Nepal, these institutions face significant challenges in teaching science effectively. This study aims to identify these challenges and propose actionable solutions to enhance science education.
Objectives
- Identify the challenges faced by science teachers in private schools in Nepal.
- Assess the impact of these challenges on student learning.
- Develop and implement strategies to address these challenges.
- Evaluate the effectiveness of the implemented strategies.
Research Questions
- What are the main challenges faced by science teachers in private schools in Nepal?
- How do these challenges affect student learning and engagement?
- What strategies can be implemented to overcome these challenges?
- How effective are the implemented strategies?
Literature Review
Science education is crucial for developing critical thinking and problem-solving skills. However, several studies highlight challenges such as lack of resources, inadequate teacher training, and student disengagement (Darling-Hammond, 2010; Banilower et al., 2013; Osborne et al., 2003). In Nepal, these challenges are compounded by budget constraints and socio-cultural factors (CERID, 2015; Thapa, 2011).
Methodology
Research Design
A mixed-methods approach was used, combining quantitative and qualitative data collection to gain a comprehensive understanding of the challenges.
Participants
Participants included science teachers, students, and administrators from various private schools in Nepal.
Data Collection
- Surveys: Distributed to teachers and students to gather quantitative data.
- Interviews: Conducted with teachers and administrators to gain deeper insights.
- Classroom Observations: Observed teaching practices and identified practical challenges.
Data Analysis
- Quantitative Data: Analyzed using statistical methods.
- Qualitative Data: Thematic analysis of interview transcripts and observation notes.
Findings
Survey Results
The surveys revealed that common challenges include:
- Lack of laboratory facilities (75% of respondents).
- Insufficient teaching materials (68% of respondents).
- Inadequate professional development opportunities (72% of respondents).
Interview Insights
Teachers reported feeling unsupported and underprepared. Administrators cited budget constraints and a lack of training resources as major obstacles.
Classroom Observations
Observations highlighted overcrowded classrooms, outdated equipment, and low student engagement during science lessons.
Discussion
Challenges Analysis
The findings align with previous research on science education challenges. Inadequate resources and insufficient teacher training were identified as significant barriers.
Impact on Student Learning
These challenges negatively affect student learning and engagement. Students in schools with better resources and trained teachers showed higher performance and interest in science.
Proposed Strategies
- Improving Resources: Invest in laboratory facilities and teaching materials.
- Teacher Training: Provide regular professional development opportunities.
- Student Engagement: Implement interactive and hands-on learning activities.
Conclusion
This study identified key challenges in teaching science in private schools in Nepal and proposed strategies to address them. Improving resources, enhancing teacher training, and increasing student engagement are critical for enhancing science education quality.
Recommendations
- Increase investment in science education resources.
- Provide ongoing professional development for science teachers.
- Implement strategies to enhance student engagement in science learning.
Future Research
Further research is needed to explore the long-term impact of these strategies and identify additional ways to support science education in private schools in Nepal.
References
Banilower, E. R., Heck, D. J., & Weiss, I. R. (2013). Can professional development make a difference? The effects of a scientist-teacher collaborative project on teachers’ content knowledge, attitudes, and instructional practices. Journal of Research in Science Teaching, 50(2), 245-261.
CERID. (2015). Education in Nepal: Challenges and opportunities. Centre for Educational Research, Innovation, and Development (CERID).
Darling-Hammond, L. (2010). Teacher education and the American future. Journal of Teacher Education, 61(1-2), 35-47.
Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049-1079.
Thapa, A. (2011). The role of mother tongue in education: Policy and practice in Nepal. Educational Journal of Nepal, 1(1), 37-49.
This action research journal article provides a detailed analysis of the challenges faced in teaching science in private schools in Nepal and proposes actionable strategies to enhance the quality of science education.