The Problems Facing the Teaching and Learning of Integrated Science in Junior Secondary School
CHAPTER ONE
OBJECTIVE OF THE STUDY
The main purpose of this study is to, find lasting solutions to the problem of teaching and learning Integrated Science in junior secondary schools, the study will examine.
- To find out some of the factors responsible for the poor performance of students in integrated science in these schools.
- Identify and classify these problems
- Determine the magnitude of these problems
- To know the extent of these problems if they exist
- To recommend actions to be taken to prevent or avoid/reduce future problems of teaching and learning integrated science in junior secondary schools.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
INTRODUCTION
Science has been and would continue to be of tremendous importance because of its ability to explain many natural occurrences and the central role it plays in the world’s current technology development. In our century, it is the soul of the prosperity of nations and it is an economic and technological development as well as improving the quality of life of the individuals and the society at large. Science, as a school subject, has over the years gained prominence in the school curriculum worldwide. In the last five decades, the world has witnessed science curriculum innovations and several changes in the teaching of the content in different levels of education.
There is a need for constant evaluation for improvement of educational performance across countries all over the world. This no doubt has ushered changes globally in educational reforms that have brought changes in educational standards and an improved economic emancipation of many nations in the area of science and technology.
Effective teaching of Integrated Science is an activity which will bring about the most productive and beneficial learning experience for students and promote their development as learners. Effective teaching of Integrated Science goes beyond just imparting knowledge but it is a purposeful activity carried out by somebody with a specialized knowledge in Integrated Science in a skillful way to enhance cognitive, affective and psychomotor development of a person or group of persons. For the teaching of Integrated Science to be effective, the Integrated Science teacher must have an extensive knowledge of the subject, knowledge of the curriculum, knowledge and understanding of how children develop and how they learn. This includes knowledge of the context in which learning occurs (home, community, school factor) and knowledge of assessment techniques. An Integrated Science teacher should possess some teaching skills and be able to plan lessons, manage a classroom, engage students in active learning, present challenging situations to encourage problem solving, collect and monitor information on achievement, maintain good students record, provide motivation for students and support cooperative group work. The teaching of Integrated Science requires various teaching approaches and meaningful learning (Ayodele and Adegbite, 2003). The use of inappropriate methods could make students dread science education in later life.
CHAPTER THREE
RESEARCH METHODOLOGY
RESEARCH DESIGN
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to examine the problems militating against the teaching of integrated science in some selected schools.
SOURCES OF DATA COLLECTION
Data were collected from two main sources namely:
- Primary source and
- Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
POPULATION OF THE STUDY
Population of a study is a group of persons or aggregate items, things the researcher is interested in getting information on the study the problems facing the teaching and learning of integrated science in junior secondary schools. 200 secondary school teachers and students of some schools in Nigeria were selected randomly by the researcher as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
INTRODUCTION
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
DATA ANALYSIS
The data collected from the respondents were analyzed in tabular form with simple percentage for easy understanding.
A total of 133 (one hundred and thirty three) questionnaires were distributed and 133 questionnaires were returned.
CHAPTER FIVE
SUMMARY CONCLUSION AND RECOMMENDATION
INTRODUCTION
It is pertinent to note that this research was aimed at examining the problems militating against the teaching of integrated science in some selected schools in Nigeria, thus the topic “the problems facing the teaching and learning of integrated science in junior secondary school”.
In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges associated with the teaching and learning of integrated science in Nigeria.
SUMMARY
The aim of this research is to identify the problems militating against the teaching of integrated science in some selected schools. The findings of this study showed that though there are teachers with B.Ed., B.Sc. and M.Sc. teaching the subject, there are not enough majoring in Integrated Science.
This study corroborates with the works by Onyeachi (2008), Ololube, Egbezor and Kpolovie (2007), Gwany (2006) and Lawal (2003). This may probably be the cause of poor performance in Integrated Science at the JSS level in the Delta Central Senatorial District.
One of the research question sought to find out the teaching experiences of teachers teaching Integrated Science. The result showed that a majority of the teachers are inexperienced. Those with experience of 0-5 years were 26 in number representing 27.66% which was more than every other teaching experience possessed by the teachers. This again affirms the study by Ogunbowale (2003) that teacher’s preparation in terms of qualification, age and teaching experiences have great influence on teaching effectiveness. Also, the study corroborates with Easton-Brooks and Davis (2009) who assert that teachers of less than five years teaching experience cannot be as effective as teachers with more than ten years teaching experience.
The review of related literatures in the chapter two of this study showed that instructional materials used for teaching Integrated Science were not adequate. Teachers have enough texts and guide but other facilities such as measuring cylinder, test tubes and chemicals were lacking. The study affirms that lack of these materials can lead to poor performance in the subject by students. This study supports the works of Onyeachi (2008) and Maduabum (2009) who assert that lack of instructional materials can affect teaching effectiveness in school subjects.
CONCLUSION
The attainment of the goals of integrated science is largely dependent on the quality of the teachers.
The researcher concludes that majority of teachers handling the subject are not professionally qualified to teach Integrated Science hence the low teaching effectiveness in the subject. Integrated Science teachers have not acquired enough teaching experience that may enable them have enough mastery of the subject and hence the reduction in teaching effectiveness. The instructional materials meant for teaching Integrated Science are inadequate and thus affects the teaching effectiveness of the subject.
Therefore there should be quality integrated science teacher development. Opportunities to enrich teachers’ practices and competencies through in-service training, conferences, seminars and workshops should be provided on a regular basis to help them keep abreast with recent developments in the field of integrated science and broaden their knowledge of subject matter. There should be proper staffing of schools in terms of quality and quantity. Good practices for effective implementation of inquiry based science education must be identified and properly implemented. There should also be provision of modern teaching –learning resources in terms of quality and quantity as students need a variety of science materials to engage in inquiry-centered science learning. Libraries and laboratories should be provided and well equipped. The school administrators, managers, teachers, laboratory assistants, and students should develop good maintenance culture. If science is properly taught from the lower level, this will lay a sound foundation for science at higher levels.
RECOMMENDATIONS
- The Government as a matter of policy must ensure that only professionally qualified Integrated Science teachers should teach the subject for a better teaching effectiveness.
- Teachers should encourage their students to improvise local instructional materials in teaching and learning of Integrated Science. Also, the government must see to the provision of adequate instructional materials in schools
- The need for more workshops and seminars organized for Integrated Science teachers for them to update their knowledge and professional skills.
- More reference textbooks for teaching Integrated Science should be made available to update their knowledge both in content and skills.
- Inspectors of school should visit schools more often to monitor and to ensure more seriousness on the part of Integrated Science teachers for greater effectiveness in teaching.
REFERENCES
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- Adetayo, T. O. (2008). A survey of the teaching effectiveness and attitude for business studies teachers. International Journal of Labour Education Trade Unionism 3(2)
- Agboghoroma, T. E. (2005). Effects of cognitive style, school setting and instructional mode on students’ knowledge of Integrated Science. (Unpublished Ph.D. Thesis, Delta State University, Abraka).
- Agboghoroma, T. E. (2009). Interaction effects of cognitive style and instructional mode on students knowledge of Integrated Science. International Journal of Educational Research and Administration, 6(3): 61-66
- Ayodele, S. O. & Adegbite, J. A. (2003). Methods and strategies for effective teaching. Ibadan: Power house press and publishers.
- Baja S. T. (1982). How relevant is science Education to the student levers Lagos Journal of STAN 20, 7183.
