ATTENTION:
BEFORE YOU READ THE CHAPTER ONE
OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE
PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL
INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS
PAGE. OR YOU CAN CALL: 08068231953, 08168759420
CHALLENGES
FACED BY INTEGRATED SCIENCE TEACHERS IN TEACHING OF INTEGRATED SCIENCE
CHAPTER ONE
1.0
INTRODUCTION
1.1
BACKGROUND OF STUDY
The growth
of science in Nigeria and the world at large is on a very high speed; one can
define science as an intellectual activity carried on by humans that is
designed to discover information about the natural world in which humans live
and to discover the ways in which this information can be organized into
meaningful patterns.
A primary
aim of science is to collect facts (data), an ultimate purpose of science is
too discern the order that exists between and amongst the various facts.
Ezendu
(2002) defined Science is a body of knowledge, which is acquired through
observation and systematic experimentation.
Ogbonna B.
B. (2000) defined science as complex human activities, which culminate in the
production of a body of universal statement, which serve explain the observable
behaviour of universe or part of it and which is in them, have predictive
characteristics. The Columbia encyclopedia (1963) defined science as an
accumulated and systematized learning in general usage restricted to natural
phenomenon.
According to
Dr. Sheldon Gottlieb in a lecture series at the university of south Alabama
defined science as a consists simply of the formulation and testing of
hypotheses based on observational evidence, experiments are important where
applicable but their function is merely to simplify observation by imposing
controlled conditions.
Khabela
(1975) in Bajah (1978) defined Integrated Science as an approach to the
teaching of science, of which concepts and principles are presented so as to
express to fundamental unity of scientific thought and avoid premature or undue
stress on the distinction between the various scientific fields. Also stressing
the unified nature of science, Cohen (1977) had this to say. Integrated Science
course eliminates the repetition of subject matter from the various sciences
and does not recognize the traditional subject boundaries when presenting
topics of themes.
Integrated
Science came in Nigeria in 1968, West Africa Examination Council (WAEC) asked
(STAN) Science Teachers Association of Nigeria to review and improve syllabus.
The written
workshop was done at University of Ibadan in 1970. Other workshops were held in
1971 and 1972. Then textbooks 1&2 with workbooks and teachers guide were
produces and introduced into the junior secondary schools Comparative Education
Study Adaptive Centre (CESAC) and Educational development overseas sponsored
the workshop and the working section through the British council in Nigeria.
As the
integration of these Science courses, Integrated Science which should be taught
as a unified science, not just as Chemistry or Physics or Biology. Because
teachers that are not integrated science inclined teach integrated science
either as Physics or Chemistry or Biology.
United
Nation Education Scientific and Cultural Organization (UNESCO) give material
support while Nigeria limited publishers published restricted science teaching
to only those in higher classes, however the period from 1968 to 1970 witnessed
a series of joint effort by Science Teachers Association of Nigeria (STAN) and
Comparative Education Studies and Adaptive Centre (CESAC) to redesign science
to meet the need of loss science oriented. Students are to be taught in junior
secondary classes, hence the introduction of “Integrated Science”.
According to
Okoli (1978) stated that integrated science program evolved as a rescue
operation to replace absolute and un-interesting general science courses.
Chukwuemeka
(1981) states that Nigeria Integrated Science is inter-disciplinary,
integration as well because Nigeria Integrated Science is an integrated of
nature of science. Integrated Science materials development in Nigeria was a
deliberate attempt to achieving a specific national design.
Since
Integrated Science was introduced into the syllabus in 1970 with proper study,
so many problems like incompetent of the teachers, lack of teaching materials,
improper teaching approach and the rest of them have evolved leading to
non-learning interest by the students.
The
integration of these three main sciences courses and some others to bring about
Integrated Science, a lot of problems arise during the process. The idea of
Physics, Biology and Chemistry has been adapted respectively but to no avail,
we therefore have to go into this research to find a possible solution to the
many problems.
Therefore,
saying that the teaching and learning of Integrated Science in junior secondary
schools is very essential no doubt as it regarded as a yard stick in the
development of any nation. This paper will focus on the challenges faced by
integrated science teachers in the teaching and learning of integrated science
in junior secondary school in Ankpa local government area of Kogi state.
1.2
STATEMENT OF PROBLEM
The
educational system of Nigeria has had a new look since the inception of
integrated science in the junior secondary schools; even at that most secondary
schools especially the junior categories in most of the rural areas tends to
have a lot of setback in their overall academic performance in most external
exams. The major problem faced by integrated science teachers and the growth of
integrated science in most of the junior secondary schools in ankpa local
government area of Kogi state are stated as follows:
1. Lack of
instructional materials
2. Poor
laboratory
3.
Communication problem due to high level of illiteracy in this area
4. Parent
and students’ perception about integrated science
1.3 AIMS AND
OBJECTIVES OF STUDY
The primary
aim of the paper is to investigate on the challenges faced by integrated
science teachers in teaching and learning of integrated science in junior
secondary schools. The specific objectives of this paper are stated below as
follows:
1. To
examine the effect of poor laboratory and adequate training of teachers on the
study of integrated science in junior secondary school in ankpa local
government area
2. To
examine the roles of the state and the federal government of Nigeria in the
provision of instructional materials for schools in ankpa local government area
of kogi state
3. To
determine the factors affecting the learning of integrated science in junior
secondary schools
4. To
investigate the factors affecting teachers’ performance in teaching of
integrated science in junior secondary schools in Ankpa local government area
of kogi state.
1.4 RESEARCH
QUESTIONS
The study
came up with research questions so as to ascertain the above stated objectives
of the study. The research questions for the study are:
1. What is
the effect of poor laboratory and adequate training of teachers on the study of
integrated science in junior secondary school in ankpa local government area?
2. What are
the roles of the state and the federal government of Nigeria in the provision
of instructional materials for schools in ankpa local government area of kogi
state?
3. What are
the factors affecting the learning of integrated science in junior secondary
schools?
4. What are
the factors affecting teachers’ performance in teaching of integrated science
in junior secondary schools in Ankpa local government area of kogi state?
1.5
STATEMENT OF RESEARCH HYPOTHESIS
H0: That
there was language problems, that is, the science terminologies can be easily
translated into local languages
1.6
SIGNIFICANCE OF STUDY
The study on
the challenges faced by integrated science teachers in teaching integrated
science in junior secondary school will be of immense benefit to the entire
secondary schools in Ankpa L.G.A in the sense that the study will identify the
challenges facing integrated science teachers in teaching integrated science in
secondary school. The study will serve as a repository of information to other
researchers that desire to carry out similar study on the above. The study will
also contribute to the body of the existing literature on the challenges faced
by integrated science teachers in teaching integrated sience in junior
secondary schools.
1.7 SCOPE OF
STUDY
The study on
the challenges faced by integrated science teachers in teaching integrated
science in junior secobdary school will be limited to secondary schools in
Ankpa L.G.A
1.8
LIMITATION OF STUDY
Financial
constraint- Insufficient fund tends to impede the efficiency of the researcher
in sourcing for the relevant materials, literature or information and in the
process of data collection (internet, questionnaire and interview).
Time
constraint- The researcher will simultaneously engage in this study with other
academic work. This consequently will cut down on the time devoted for the
research work
HOW TO GET THE FULL PROJECT
WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
HOW TO RECEIVE PROJECT
MATERIAL(S)
After paying the appropriate
amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1)
Your project topics
(2)
Email Address
(3)
Payment Name
(4)
Teller Number
We
will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account
Name: AMUTAH DANIEL CHUKWUDI
Account
Number: 0046579864
Bank:
GTBank.
OR
Account
Name: AMUTAH DANIEL CHUKWUDI
Account
Number: 2023350498
Bank:
UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
Comments
Post a Comment