The Impact of Effective Planning on Teaching and Curriculum Development on Teaching and Learning of Integrated Science
Chapter One
Objectives of the Study
The overall objective of this study is to determine the impact of effective planning and curriculum development on teaching and learning of integrated science in secondary schools. To this end, the study seeks to accomplish the following specific objectives:
- To determine the effect of planning on teaching and learning of integrated science in secondary school.
- To examine the effect of National Integrated Science Curriculum on teaching and learning in secondary schools.
- To identify the problems militating against the teaching and learning of integrated science in secondary schools.
- To proffer workable solutions to the identified problems.
CHAPTER TWO
LITERATURE REVIEW
Introduction
This chapter reviews related literature on the impact of effective planning and curriculum development on teaching and learning of integrated science in secondary school. To this end, the chapter shall highlight expert opinions and established concepts on the subject matter in line with the objectives of this study.
Conceptual framework
Curriculum issues, either in an explicit or an implicit manner, are inextricably linked to current thinking and action on educational concerns and reforms around the world. Experiences of educational reform almost all over the world have shown that curriculum is at the same time a policy and a technical issue, a process and a product, involving a wide range of institutions and actors (Ajibola, 2008). The curriculum provisions are immense and profound for school teaching and learning (Ajibola, 2008).
The process of constructing the curriculum is unique to each national setting. It is a complex outcome of the opinions and solutions that key stakeholders propose for society’s requirements and needs. The term curriculum has been defined by many people in many places. One cannot talk precisely of right or wrong definitions. Curriculum is a vehicle through which education is attained (Offorma, 2005). This Offorma’s definition is a narrow view of curriculum. What examiners require the teachers to emphasize in their teaching, like that of WASSCE (West African Secondary School Certificate Examinations)/ JAMB Joint Admission and Matriculation Board) syllabus, is an example of narrow definition of curriculum. The broad definition of curriculum sees it as a process, that is the package and the continuous work involved in bringing the package into being, the thinking behind the package, and the continuous efforts of taking curriculum serve the needs of society (Obayan, 2004a).
The totality of the syllabuses of activities carried out under aegis of a school, in response to societal demands is an example of the broad definition of curriculum. Having known what a curriculum is, it is pertinent we have an idea of what curriculum development is. Curriculum development is vital to educational success and nation building. Nations expend vast amounts of time and resources on designing what ought to be learned in schools in order to elevate social consciousness and improve economic viability (Ofoha et al., 2009).
Curriculum development is not a new concept in Nigerian educational system today. Curriculum development is a continuous search for qualitative improvement, in response to societal changes. This implies that the search for improvement is a continuous activity among human beings. The reason being that conditions of things in the world are never static, they are dynamic. Curriculum development is determined by a large number of factors; the most important being the learner, the changing nature of schools, changes in society and changes in the nature of disciplines.
History of Curriculum Development in Nigeria
Agitation for curriculum reform is nothing new to Africa. It started more than half a century ago; what is new is the increased momentum it has gathered since the rise of nationalism and subsequent attainment of political independence by many African states in the sixties. Before then, there was no single co-coordinated and well planned curriculum in any of the school subjects, including the sciences. The tendency then was to expand the existing structure of education system while maintaining the old syllabuses which had been in existence since the beginning of the colonial era. In the sixties (and the early seventies) many educators and politicians felt that the old curricula had outlived their usefulness as they had little relevance to the needs, aspirations and values of post-independence Africa (Fafunwa, 2002; Akpan, 2010).
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
This chapter describes and discussed the research design, research population, sample and sampling techniques, research instrumentation, validity and reliability of the instrument procedure for the administration of the instrument and method of data analysis.
Research Design
The descriptive survey research design was adopted for the study. This method was deemed appropriate as it involved the collection of extensive and cross-sectional data for the purpose of describing and interpreting an existing situation under study.
A survey method was used for this study. This method involves gathering data about the target population from a selected sample and generalizing the findings obtained from the analysis of the sample to the entire population (AFOLABI, 1993). This method was adopted because it enables the researcher to discover relative incidence and distribution on the characteristics of the population.
Population of Study
Population The target population for this study included all students and Integrated science teachers from junior secondary schools in government secondary school Sabon Tasha Kaduna . Sample and sampling technique. The study adopted multi-stage random sampling procedure. Out of the entire integrated science students and teachers in government secondary school Sabon Tasha Kaduna 150 persons were selected the junior secondary school section. Their selection was purposeful in order to have a data that is valid. Using the ballot technique.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of one hundred and fifty (150) questionnaires were administered to respondents of which only one hundred and forty-one (141) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 141 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
SUMMARY
In this study, our focus was to examine the impact of effective planning on teaching and curriculum development on teaching and learning of integrated science from 2010 t0 2011, using government day junior secondary school, Sabon Tasha Kaduna as the case study. The study specifically was aimed at determining the effect of planning on teaching and learning of integrated science in secondary school, examine the effect of National Integrated Science Curriculum on teaching and learning in secondary schools, identify the problems militating against the teaching and learning of integrated science in secondary schools, and proffer workable solutions to the identified problems.
The study adopted the survey research design and conveniently enrolled participants in the study. A total of 141 responses were received and validated from the enrolled participants where all respondent are drawn from teachers and students of government day junior secondary school, Sabon Tasha Kaduna.
CONCLUSION
Based on the finding of this study, the following conclusions were made:
- The effects of planning on teaching and learning of intergrated science in secondary schoolis that planning provides a more rational efficient and timely information required to impact knowledge, planning aid the effective coordination of students, planning provides an optimal means of actualizing a long term objectives of school as well as government policy frame work on education, and planning provides direction and a sense of purpose for teaching.
- The effects of national intergrated science curriculum on teaching and learning of intergrated scienceis that it facilitate effectiveness of the scheme of work use in teaching Integrated scienceenhances teaching and l, earning by establishing set standards to be followed by teachers and students, provides for effective utilization of human and material resources use in imparting knowledge in school, and provides direction for teaching and learning and learning of integrated science.
- Problems militating against teaching and learning of intergrated science in secondary schoolsare constraints arising from the problems of lack of commitment to planning, problem of shortage of skilled personnel and material resources, constraints arising from inaccurate data, and poor implementation of Nation syllables of integrated science.
RECOMMENDATIONS
In the light of the findings and conclusions, the following recommendations are hereby proposed:
- Integrated Science teacher’s should be retrained. This will assist them to acquire the skills of improvisation of materials and apply them in teaching. There should be refresher courses, seminars, workshops and conferences organised for them. These courses will build their interest and competence in the use of practical, and inquiry methods.
- Efforts should be made by government and professional bodies to equip schools with necessary physical facilities and laboratory equipments and space.
- The KadunaState Education Commission and Kaduna State Universal Basic Education Board should equitably distribute facilities and qualified teachers to urban and rural schools in the state.
REFERENCES
- Aleboisu and Ifamuyiwa, 2008. A Study of the Relationship Between Interest in Science and Science Curriculum Material. Journal of Research in Curriculum 1(1), 3-8.
- Ajuwape and Olatoye, 2004. Problems of Curriculum Planning and Implementation in Developing Countries. Journal of Research in Curriculum, 1(2) 66-77.
- Ifamuyiwa, 2008. Analysis of the Enrolment and Performance. In the Hard Sciences in West African School Certificate in the 1960s And 1980’s In 28th Annual Conference Proceedings of the Science Teachers Association of Nigeria, 25-32.
- Ajibola, 2008. The Teachers Position In Curriculum Implementation. (In Nzewi, U.M.; Okpara, E. E.; and Akudolu, L. R., Eds). Curriculum Implementation. Nsukka, Nigeria University Trust Publishers (UTP).
- Offorma, 2005. Conception of Curriculum Implementation. (In Offorma, G.C., Ed).Curriculum Implementation and Instruction. Onitsha. Nigeria: Uni. World Education Publishers Limited.
- Obayan, 2004a. The Effectiveness of Manipulating Science Materials and Equipment On Science Process Skill By Nigerian Secondary School Students. Jos Journal of Education, 4(1) 32.
- Ofoha E, Ali, A. (2009). Evaluation of the Core-Curriculum for Primary Science Used for Science Teaching in Nigerian Primary Schools. A Paper Presented at the Nigerian Association for Educational Media and Technology, held at the University of Nigeria, Nsukka.
- Fafunwa, 2002. Science and Technology Education in a Depressed Economy. (In Obodo, G.C., Ed.) Science Education In a Depressed Economy, General Studies Unit, Enugu University of Science and Technology.
