INTRODUCTION
1.1 Background of the study
The importance of Chemistry and Biology as a discipline in the scientific, industrial, medicine and technology development of any nation appears obvious. By their very nature, chemitry is concerned with molecular transformation which matter manifest while Biology is concerned with living organism. These do not only play significant role in the chemical industries and medicine but also in other vital industries which process such material like metal, petroleum,food, paper pulp, glass, electronic equipment and so on However in Nigeria,these expensive displine,with their versatile services,there is a growing number of professionals, their crucial interrelationship with the vital section of the economy, there indispensability in the pursuit and successful executio of other professions and there dominant role in the important exercise of improving the quality of life all the citizens, still has to be fully harnessed ted to the task of National development (IKOKU,1983:7)
Science curriculum development efforts in Nigeria, were influenced by development effortsin Nigeria, were influenced by development in United Kingdom and United States of America in the post satellite era. In fact, the Nigeria education system is closely patterned after the British system for reasons of colonial history. Therefore the enrolment trends of senior secondary school students on WASC were poor because the British colonial government enforced the pre-independence educational system in Nigeria. It was an education that alienated the people from their culture and value systems. The colonial system of education had limited social objectives. There aim here is to produce at the best, middle level manpower for the colonial civil service. The indigenous society had no part in designing it nor, implementing it but had to co-operate in it. It was not designed to have an impact on the masses except that it gave public officers certain power over the populance. “It could not effectively equip people to fight poverty, ignorance and disease. It was rule or system laid down by the colonial master for his own good. Okafor R.C (2003:6)
Recently with increasing demand in these two discipline, that is Chemistry and Biology pupil studying chemistry and biology are expected to be taught “what science is” and “how a scientist works”. They are expected to acquire scientific concepts and scientific skills of “observing” “obtaining data”, reporting data”, “organizing information” generalizing”, predicting or speculating”, designing experiment to test hypothesis” etc. The teaching strategies prescribed for developing these skill in the classroom include.
(a) Use of discovering teaching tactics where appropriate
(b) The inclusion of problem solving activities
(c) The involvement of student in open field or laboratory.
The picture of enrolment trends of senior secondary school student in Science in Nigerian schools described may be explained in terms of several factor, could be explained in phases in Chemistry and Biology teacher education in Nigeria has been misdirected or that teachers have been properly but have not developed as expected? For one thing, Chemistry and Biology teacher education in Nigeria and other developing countries has often been based on models constructed in advance countries usually without proper modifications to take account of Local constraints (Bajah, 1979:62) for Chemistry and Biology teacher could have been trained to use the best methods available but the various exigencies of their field of operation after graduation might make it impossible for them to put all their learned capabilities into desired fruitful use.
With these prevailing circumstances of Chemistry and Biology at the back of their minds, the researchers therefore want to utilize this forum for a careful investigation into the problem involved in the enrolment trends of senior secondary school students in West African school certificate exam in science from 200-2004 in Nsukka Local Government Area (A case study of Biology and Chemistry).

1.2 STATEMENT OF PROBLEM
From the analysis, the deplorable state of Biology and Chemistry education at the secondary school level cannot be over looked, performance and enrolment in the subjects at the West African School Certificate (WAEC) examination has remained far from being desirable (Ike, 1976:7)
These indicate that enrolment of students into these subject at these level must be facing some problems. Any attempt at improving the state of Chemistry and Biology education must build on a thorough understanding of these problems.
Therefore, it becomes necessary to survey what problems, the enrolment of student into Biology and Chemistry in WAEC is facing in our secondary schools.

1.3 PURPOSE OF STUDY
The purpose of the study is to identify:
(a) The problems students study encounter in enrolling into Biology and Chemistry
(b) The adequacy of resources for the teaching of the subjects
(c) The appropriateness of teaching methods and skills used by teachers in the teaching of Chemistry and Biology

1.4 SIGNIFICANCE OF THE STUDY
The deplorable state of Chemistry and Biology education in our secondary school have been indicated by the poor performance and enrolment in the West African school certificate examination (Ike, 1976:7). The realization of the desired goal of teaching Biology and Chemistry as an experimental activity in Nigeria school during the present decades will be hopeful, if these problems are identified and solved. However, any meaningful attempt at solving these problems could only be achieved with a through understanding of these problems. The researchers have therefore decided to study these problems thoroughly and see how they affect the enrolment trends of senior secondary school students Wassce in Biology and Chemistry.

1.5 SCOPE OF THE STUDY
The study was concerned with finding out the enrolment trends of senior secondary school students in West African school certificate exam (WASSCE) in Science from 2000-2004 in Nsukka Local Government Area (L.G.A) (A case of study of Biology and Chemistry)
The researcher selected only five (5) secondary school in Nsukka local Government Area.
In carrying out this study, the following research questions were formulated
1. Why is it that enrolment of student in Chemistry and Biology in Nsukka L.G.A is poor?
2. Do Chemistry and Biology make use of appropriate methods and skills in the teaching of Biology and Chemistry?
3. Do Biology and Chemistry teachers have adequate facilities for professional and academic improvement?
4. Do majority of secondary schools have well-qualified chemistry and Biology teachers?
5. Do majority of secondary school observed have trained laboratory assistant?

Definition of terms
Professional/Academic improvement:
Keeping up to date of teachers with current development in their special fields of study by constantly reading journals magazines, and periodicals.
Qualified teachers:
These are teachers with such teaching qualifications as N.C.E, B.SC. Ed, M.S.C Ed, B.sc with teaching qualifications.
Appropriate Methods and Skills:
This refers to inevitable method employed in chemistry and Biology teaching, such method include demonstration, laboratory work, motivation and discussion. A teacher who uses any of these methods to suit the particular concept being taught is considered to be appropriate method.
Laboratory personnel: This means laboratory assistants.
Resources: This is the supplies of good or material necessary for the teaching of Chemistry and Biology. These include laboratory equipment, text books, laboratory assistance, Science magazine journals.
Equipment: These are chemical, apparatus chart, live animal, skeleton and other facilities for the teaching of chemistry in the secondary schools.
Adequacy: Sufficient facilities for effective teaching of chemistry and Biology. Those materials required for satisfactory academic improvement.