Full Project - FACTORS MILITATING AGAINST EFFECTIVE TEACHING AND LEARNING OF INTEGRATED SCIENCE IN SECONDARY SCHOOLS - AZ Research Consult (MBA MSc Dissertation/thesis Project Writer) Nigeria

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Full Project – FACTORS MILITATING AGAINST EFFECTIVE TEACHING AND LEARNING OF INTEGRATED SCIENCE IN SECONDARY SCHOOLS

Click here to Get this Complete Project Chapter 1-5

ABSTRACT

The study examined “factors militating against effective teaching and learning of integrated science in secondary schools”. The study objectives are to: Insufficient numbers of qualified teachers affects students’ mass failure in Integrated science subjects; Unavailability of instructional materials for teaching of Integrated science subject affects students’ mass failure in Integrated science subjects; The previous socio-economic backgrounds of the students affect them in studying Integrated science subject; and the attitude and interest of students towards the nature of Integrated science subject contribute deeply to their mass failure in SSCE. The study employed the descriptive survey design. The nature of the problem was duly considered in the study. The research design used for this study is the survey design. The reason why this design was adopted was because the researcher would make use of the primary data obtained through the questionnaire. The area of the study covers students of five selected secondary schools located within Eti-Osa Local Government Area, Lagos, Lagos. The target population consists of public secondary school students in Eti-Osa Local Government Area, Lagos. Simple random sampling technique was adopted for the study. The researcher useD a total of one hundred (100) students from five (5) selected public secondary schools in Eti-Osa Local Government Area, Lagos. The research instrument used was questionnaire. The data collected was analyzed using simple percentage while hypotheses were tested using Chi-Square Statistics. The study recommended that Government both at the federal and state levels should employ more qualified teachers for secondary schools to ensure efficiency and optimal performance in Integrated science subject. The study also recommended that Teachers should develop positive relationship with students and stress classroom activities, that will involve active teaching-learning process and students participation in the class. The study concludes that insufficient numbers of qualified Integrated science teachers and instructional materials for teaching affects Integrated science subject.

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Integrated science was introduced in the Nigerian School Curriculum as part of the instrument for achieving national development (National Policy on Education (NPE) 1981). This was what informed its designation as part of the core curriculum at different levels of education in Nigeria. problems and prospects Integrated science curriculum development agencies such as the Nigerian Educational Research and Development Council (NERDC) and experts further identified and disseminated the curriculum goals or purposes of the subject in the school curriculum. These include citizenship education, reflective inquiry and Integrated science, (Barth-shermis, 1920; Barth-Norris, 1976; Dubey and Barth, 1980; Olawepo, 1984) among others. These broadly stated goals must be clare to, and recognized as important as well as attainable by teachers and other participants connected with the Curriculum if the intentions or purposes must be realized and the investment of effort is to be considered worthwhile (Feather, 1982; Meece, Blumenfeld, & Hoyle, 1988). These intentions or purposes are prima facie stated with clarity, but their perception or conceptualization by teachers and scholars is still in doubt as Onyabe (1980) observed that the philosophy, content and methodology of Integrated science has remained vague to both scholars and teachers. The incidence of conflicting conceptions of Integrated science curriculum is a cause for concern for three major reasons. First, the anchor or strategic position of purposes or intentions in the curriculum development process (Pratt, 1994) as illustrated in Tyler (1949) (Linear) and Wheeler (1980) (cyclic) curriculum models, among others. problems and prospects

Notwithstanding, it has been observed that there are many problems militating against the teaching and learning of integrated science in Post primary schools as enumerated by many writers on problem of integrated science in Nigeria. They attributed the high level of failures in integrated science to lack of students concentration in the classroom, their view steamed from observed students performance in integrated science.

Thus, observed failure could be as a result of inability of the students to understand economic terms, lack of finance to buy relevant textbooks, inadequate teachers, inability of the students’ to interpret integrated science table and graph, inappropriate and ineffective method of teaching, lack of control over the attitudes of students and teachers and others which have contributed to low level of teaching integrated science in secondary schools.

Okorie (1979: 152) suggested that for the effective teaching to take place, the skillful teacher needs to use the many effective method and techniques effectively because in them his success and failure depends. He further emphasized that the success in the use of methods depends on the intelligent analysis of educational purposes, pupil in the class and the curriculum content of the moment.

A few moment reflection is sufficient to reveal that every society faces crucial issues and problem in education which have very serious economic angles that cannot be overlooked easily for instance, the production of education as well as the acquisition of education both require the use of large qualities of scare resources (Production of education requires conducive classrooms, administrative blocks, personnel, librarians, laboratories while the acquisition of education requires expenditures on tuition fees, book, travels, uniform, lodging etc. and students time.

1.2 Statement of the Problem

Integrated science is been taught in secondary schools in Eti-Osa Local Government Area of Lagos State and it has been observed that students in government secondary school Ajah performed poorly in the 2012 May/June Senior Certificate Examination. It has also been observed that there are lots of factors militating against the effective teaching and learning of integrated science in secondary schools in the study area.

poor performance in Secondary School Certificate Examination (WAEC) is caused by many factors such as; students ineffective study techniques, quality of teachers and method of teaching, the parents inability to provide useful materials like textbooks, exercise books and school fees and problem of inadequate instructional materials for teaching and learning of Integrated science in schools.

However, the pivoting problems of integrated science is complex and can minimally be solved if the teachers and students change their attitude towards teaching and learning in schools generally and to integrated science in particular.

1.3 Purpose of the Study

Study has been undertaken with a view to identify the problems involved in the teaching and learning of integrated science in secondary schools and Eti-Osa Local Government Area and factors responsible for these problems. Specifically, the study sought to find out if:-

Insufficient numbers of qualified teachers affects students’ mass failure in Integrated science subjects.
Unavailability of instructional materials for teaching of Integrated science subject affects students’ mass failure in Integrated science subjects,
The previous socio-economic backgrounds of the students affect them in studying Integrated science subject.
The attitude and interest of students towards the nature of Integrated science subject contribute deeply to their mass failure in SSCE.

Research Questions

In assessing the purpose of the study, this research project will answer the following questions:

Does insufficient numbers of qualified Integrated science teachers affects students’ mass failure in Integrated science subject?
Does unavailability of instructional materials for teaching of Integrated science subject affects students’ mass failure in Integrated science subjects?
Does previous socio-economic background of the students affect them in studying Integrated science subject?
How would interest of students towards the nature of Integrated science subject contribute deeply to their mass failure in SSCE?

Research Hypotheses

In carrying out this research work the following theoretical statements are buttressed to serve as a direction on which the work will be premised:

H₀: Insufficient numbers of qualified Integrated science teachers does not affects students’ mass failure of students in Integrated science subject

H₁: Insufficient numbers of qualified Integrated science teachers and instructional materials teaching affects Integrated science subject.

H₀: There is no significant relationship between availability of instructional materials for teaching of Integrated science subject and students’ mass failure in Integrated science subjects.

H₁: There is significant relationship between availability of instructional materials for teaching of Integrated science subject and students’ mass failure in Integrated science subjects.

1.6 Scope of the Study

The research work seeks to examine the factors militating against effective teaching and learning of integrated science in secondary. The study will be limited to five selected schools in Eti-Osa Local Government Area, Lagos.

1.7 Significance of the Study

There is need to apply knowledge from integrated science to many area of our life in other to benefit the society. The achievements of the objective necessitates an understanding of the basic teaching of integrated science. We cannot attain national objectives in the light of poor or average performances in examinations and lack of application of integrated science to life students.

Without doubt, improved teaching and learning of integrated science will spur us into greater heights. This study will help to make our educational administrators to see the need to have qualified integrated science teachers to handle the subject effectively for the benefit of the students and society at large.

This study will help to sensitize the educational administrators to appreciate the need to make available the necessary materials, example, chalkboard, graphs, audio-visual materials etc. that will enhance effective learning of integrated science if they are not available.

This study will if need be direct the integrated science teachers’ attention to the need for them to adopt more appropriate teaching method in order to bring about the above mentioned desirable experience in the learners. This study will have a great significance because it is going to provide information to integrated science teachers for formation and evaluation of their plans.

It will be useful to learners for through this, they will be able to identify the factors militating against the proper teaching and learning of integrated science. This study will help to produce sound integrated science students that will function very well in the economy such as:

(a) Knowing how to use scarce productive resources with alternative uses to meet prescribed ends and be able to apply the principles of integrated science.

(b) The product of integrated science that should be able to pick employment within a limited employment opportunity in any economy.

This work will serve as a source of encouragement to students and teachers that will come across it. It is hoped that the findings of this study would also form the basis for further research work by future researchers on this issue.

1.8 Definition of Terms

Integrated science: These courses are “integrated” in that the fields of science are not compartmentalized. For example, in describing the physics of light, we show how this applies to the inner workings of our eyes, which, in turn, are sensitive to visible light in great part because of the chemical composition of our atmosphere.

Instructional Materials: These are materials that are used to aid in the transference of information from one student to another in Education arena.

Teaching: the act or profession of a person who teaches.

Job Performance: This is the work related activities expected of an employee and how well those activities were executed.

Remuneration: Reward for employment in the form of pay, salary, or wage, including allowances, benefits (such as medical plan, pension plan), bonuses, cash incentives, and monetary value of the noncash incentives.

Condition of Work: Regulations governing on-the-job standards and conditions of work such as those affecting health and safety of workers.

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