PROBLEMS FACING THE TEACHING AND LEARNING OF INTEGRATED SCIENCE IN JUNIOR SECONDARY SCHOOLS
This research is interviewed and survey research design which was conducted to find out the problems facing the teaching and learning of integrated science in Enugu East Local Government Area of Enugu State. The researchers selected randomly five 95) secondary schools out of the ten (10) government secondary schools from Enugu East Local Government Area. The researchers used, random sampling techniques to select the sample size from each school. Four (4) teachers and forty (40) students were selected from the five (5) schools. The researchers used questionnaires in collecting data from the respondents. These were arranged in modified Likert scale strongly agreed, agreed, disagreed and strongly disagreed. This study investigated the problem facing the teaching and learning of integrated science in Enugu East Local Government Area, with particular reference to JSS3 students in Enugu East Local Government area it is evident that government are not doing much as expected of them in terms of funding integrated science project the teachers and students have poor attitude towards teaching and learning integrated science and that, time allocated to the teaching of integrated science is not adequate.
Table Of Content
1.0 Introduction 1.1 Background Of The Study 1.2 Statement Of The Problem 1.3 Purpose Of The Study 1.4 Significant Of The Study 1.5 Scope Of The Study
1.6 Research Of The Study
2.0 Literature Review
2.1 The Curriculum Process
3.0 Research Methodology 3.1 Design Of The Study 3.2 Population Of The Study 3.3 Sample And Sample Techniques 3.4 Instrument For Data Collection 3.5 Validation Of Instrument
3.6 Method Of Data Analysis
4.0 Presentation And Analysis Of Data
5.0 Discussion Of The Findings 5.1 Conclusion 5.2 Recommendation 5.3 Summary Appendixes References
BACKGROUND OF THIS STUDY
Science and technology are two important factors contributing to a country’s developmental efforts. Human and natural progress depends on advances in both science and technology. Science is said to have started with the origin of man and has continued to advance as man tries to probe his environment in search of answers to basic questions of life. Science has become a common daily talked about art in our daily lives as every human undertaking is referred to as science ranging from cooking to farming up to the practice of traditional which is referred to a derogatory form as Igbo science. Therefore it is obvious that our daily lives is at every level governed by science. Webstars new colligate dictionary defined science as knowledge attained through the study of practice or knowledge covering general truths of the operation of general laws especially as obtained and tasted through scientific method and concerned with the physical world”. It stresses further that science refer to a system of acquiring knowledge. Oxford advance learner’s dictionary defined sciences as knowledge about the structure and behavior of the natural and the physical world, based on facts one can proves. Oguniji in Ofuebe (2007), defined science as a dynamic human activity concerned with understanding of the working of our world. The field of science are commonly classified along two major lines. The natural science – which is the study of natural world. The social science – which is the study of human behavior and the society. This natural science that studies natural phenomena which include chemistry, physics and biology are unified to form integrated science. Integrated science is a way of teaching science as a unified knowledge. Also it is a process of taking an investigatory look at natural phenomena. Khabela (1975) defined integrated science as an approach to the teaching of science in which concepts and principle are presented so as to express the fundamental unit of scientific thought and to avoid the undue stress on the distinction between various scientific fields. According to Wiki.answers.com, integrated science is a compilation of biology, chemistry and physics. Some times it is taught for a couple of years to get deeper each year in all the sciences. In Nigeria context the introduction of integrated science into our education system was an off shoot of the effort made by Science Teachers Association of Nigeria (STAN) in 1968 in response to the request of WAEC. The major worldwide shift emphasizes the teaching of science in the 60’s leed to the review of science being taught in the school. The national executive of STAN in May 1968 constituted three curriculum development committee; one each in physics, chemistry and biology with the following terms of reference.
1. To review and revise the existing science and mathematics syllabus.
2. To produce teacher pupils material relevant to the revised syllabus.
3. To perform such other functions connected with the science curriculum development as the STAN executive from time to time.
4. To co-operate with any other science curriculum development groups to achieve these end.
Since integrated science was introduced into the syllabus in Jan 1970 with proper study, so many problems like incompetent of the teachers, as some teach it either as physics or chemistry or biology, lack of integrated science instructional materials, inappropriate teaching approach and many of them have involved leading to non-learning interest by the students. Therefore we have to go into this research, hence to find a possible and permanent solution to the many problems. On that note, saying that the teaching and learning of integrated science in junior secondary schools is very important no doubt as it regarded as a yard stick in the development of any nation.
STATEMENT OF THE PROBLEMS
The main aim of education is to provide a knowledge of the world. In an attempt to do this, knowledge has been divided into a system of studies called subjects with science as one of the elements of the system. However, the importance of integrated science are stated below: 1. It stresses the fundamental unity of science 2. It discourages the unnecessary early division of science into its various fields. 3. It is a way of finding out about our environment and what surround us.
It is also important to note that the teachers facilities for teaching (laboratories) are worthy of note as it affects the teaching and learning of integrated science very well, the way students see integrated science is also important, as some student see it as a difficult subject to study.
PURPOSE OF THE STUDY
The purpose of this study is to find out the problems facing the teaching and learning of integrated science in junior secondary schools in Enugu East Local Government Area of Enugu State and hence find lasting solutions to the problems. Specifically the researchers intend to;
1. Know if the government is funding integrated science project.
2. Find out qualified teachers attitude in teaching integrated science in junior secondary schools.
3. Find out if the time allocated for teaching integrated science is sufficient.
4. Determine if there are adequate instructional materials for integrated science.
SIGNIFICANCE OF THE STUDY
It is hoped that this study will inspire teachers and inspectors of the State and Federal Ministries of Education, to improve the competence of teachers in teaching and learning of integrated science in junior secondary schools. The students who study this course are future scientists and the need to bring them up with the right knowledge of the course is the sole responsibilities of the government, teachers, the society and even the students.
SCOPE OF THE STUDY
This study is carried out in junior secondary schools in Enugu East Local Government Area of Enugu State. The study investigates the problems facing the teaching and learning of integrated science in junior secondary schools and hence find out possible ways of solution.
The following research questions guided the study.
1. Is the government funding integrated science projects in schools?
2. What are teachers attitude in teaching of integrated science in junior secondary school?
3. Is the time allocated for teaching integrated science sufficient?
4. Are there adequate instructional materials for teaching integrated science?