IDENTIFICATION OF DIFFICULT TEACHING TOPICS IN INTEGRATED SCIENCE IN JUNIOR SECONDARY SCHOOLS IN ENUGU URBAN AREA IN ENUGU STATE
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IDENTIFICATION OF
DIFFICULT TEACHING TOPICS IN INTEGRATED SCIENCE IN JUNIOR SECONDARY SCHOOLS IN
ENUGU URBAN AREA IN ENUGU STATE
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?
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