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IDENTIFICATION
OF DIFFICULT TEACHING TOPICS IN INTERGRATED SCIENCE IN JUNIOR SECONDARY SCHOOLS
ABSTRACT
Identification of difficult teaching
topics in integrated science and the causes of their difficulty were carried
out in the research. Questionnaire was used to elicit the require information
and the results obtained analysed using mean and percentages. Results of the
analysis showed that while some topics were difficult to the teachers. Other
were easy. The causes of the difficulty as indicated were also found out.
Finally, recommendation were made
bared on the research findings.
TABLE OF
CONTENTS
CHAPTER ONE
Introduction
1.1 Background of the Study
1.2 Statement of Problem
1.3 Purpose of Study
1.4 Significance of the Study
1.5 Scope of the Study
1.6 Research Questions
1.7 Limitation of the Study
CHAPTER TWO
2.0 Literature Review
2.1 Nature and Structure of Integrated
Science
2.2 Qualified Integrated Science Teachers
2.3 Facilities and Equipment
2.4 Area of Difficulties Topics in Integrated
Science
2.5 Causes of these Difficult Teaching Topics
2.6 Teaching Methods
2.7 Approach to the Teaching of
Integrated Sciences
CHAPTER
THREE
3.0 Methodology
3.1 Design of the Study
3.2 Area of Study
3.3 Population of the Study
3.4 Sample and Sampling Techniques
3.5 Instrumentation
3.6 Validation and Reliability
3.7 Administration of Instruments
3.8 Methods of Data Analysis
CHAPTER FOUR
4.0 Analysis and Discussion
4.1 Research Question One
4.2 Findings of some difficult Teaching
Topic in
Integrated
Science by Teachers
4.3 Analysis of the Results
CHAPTER FIVE
Findings,
Summary and Recommendation
5.1 Findings
5.2 Summary
5.3 Recommendation
5.4 Area of Further Research
References
Appendix
Chapter one
1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Science and
technology are concepts in national development which remain indelible in the
mind of African and third world leaders according to Ochu and Ekezie (1974).
In Nigeria
science was introduced into secondary school system as far back as (1880).
It was first
taught as general science and later speared into physics, chemistry and
biology. With the introduction of the core science subject, the general science
came to be seen as the science subject which was suitable for the less able and
it was recommended to the least science oriented and for those who do not
intend to pursue science. Syllabus was therefore devised to contain basic
elements of biology, chemistry and physics, which should be taught primarily to
pupils in the low secondary school classes. (Anani 1977).
Although
attempts were made to raise the status of general science with the introduction
of a double credit O/level, yet people still questioned the rationale of mere
putting together subjects. There was in the early sixties a new wave of thought
about science in school rather than open into professional restricting under
the conditions of normal classroom culture.
There is a
hesitancy on the part of both school teachers to try out innovations in
classroom teaching. Activities are rarely included in the classroom
deliberation and laboratory programme are seldom organized as an opportunity of
exploration. Agarkara (1998), stated that teachers learn very little from
experience in the classroom on that capacity of mastering science and new technology
logics. Since Iloputaife and Eze (1994) has tried to propose the following
tasks.
Lip dating
and improving the qualify of science teaching integrating scientific education and human features, developing a
comprehensive approach for science curricula. Focus has been put on teachers
processes so as to promote the teachers understanding of scientific method and
rationality but the reality of lack of resources in most countries has impeded
them adjusting both the contents of their curriculum and textbooks in
consequence, and the training of their integrated science teachers which often
remains of very poor quality. The curriculum is inter disciplinary and it is
supposed to provide the teachers to see the concept and the pedagogical
principles which unify the separate subject matter thus harmonizing the
knowledge derived from the integrated.
The course
is supposed to provide the teachers with a broad view of science which
enlightens his interactions with his environment of this mental manipulative
and social skills unesco - unicef
(1971).
Essentially,
integrated science is designed to develop interest in the teaching that his is
encourage to pursue further student in science discipline.
Secondary
school was to lay a solid foundation in the learners early study of science for
further studied.
A
significant proportion of Nigeria J.S.S integrated science. Teachers do not
achieve as well as they should in integrated science examination, Iloputaife
and Eze, (1994).
1.2 STATEMENT OF PROBLEMS
Based on the
background of the study. Here, one or two problems are shown.
First, some
teachers have the problems of finding some topics difficult to teach in
integrated science. This was also confirmed by research evidence in Nigeria,
Desai (1994) indicates low integrated
science attainments of teachers. The condition was amplified by the alarming
low number of qualified teachers in integrated science area irrespective of the
crucial role of integrated science Neera (1996).
Second, as a
result, there are some problems in the implementation of the curriculum
Olarewaju (1987), besides achievement has been shown to be very low and
unimpressive Okebukola and Jegede, (1999). These might negate the philosophy
behind the introduction of the integrated science core curriculum as J.S.S
leave. Also Jegede (1999) and Akueailo (1998) undependably in their studied
tend to show that the teaching of integrated science in Nigerian secondary
school are inadequate.
1.3 PURPOSE OF THE STUDY
The purpose
oft his study is to identify the difficult teaching topics in J.S. integrated
science curriculum.
(a) In the relation to teachings area
of specialization
(b) In relation to teachers
qualification
(c) In relation to availability of instructional
materials in Enugu urban area Enugu State.
1.4 SIGNIFICANCE OF THE STUDY
The
identification of these difficult teaching topics in integrated science will
enlighten the teachers as well as government and expose them to the area they
specialized on. Being aware of these, difficult topics school authority, the
government and even the science teachers association of Nigeria will be of
great help in planning in-service course for the teachers in those areas of
science. This also brings to light the need of equipping higher institutions
and universities preparing integrated science teachers with adequate training
needed for planning and execution of integrated science in our secondary
schools.
The exposure
of these difficulty topics will motivate the integrated science authors and
publishers to give a details attention on these different area in their write
up.
1.5 SCOPE OF STUDY
The study
was restricted to identification of difficult teaching topics in junior
secondary schools in Enugu urban area Enugu State.
1.6 RESEARCH QUESTIONS
The following research
questions are proposed.
1. What topics do the teachers find
difficult in teaching J.S.S integrated science?
2. Why do teachers have difficulty in
teaching those identified topics in integrated science?
3. How can the difficulty in teaching those
topics be remedied?
4. What influence has experience on the
identification of topics as difficult?
5. What effects of qualification on finding
a teaching topics difficult?
6. What effect has sex on findings a
teaching topics difficult?
7. What is the effect of area of
specialization in identification of a topics as difficult?
8. What in your opinion are the possible
remedies the difficulty experienced?
1.7 LIMITATION OF THE STUDY
Due to
limited time, financial constraints and logistics the study was limited to
secondary schools in Enugu urban area Enugu State. This study was also limited
to a sample of teachers in junior secondary school in due sampled schools
within the Enguu urban area in Enugu State.
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