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Project – PROBLEM ASSOCIATED WITH THE TEACHING OF INTEGRATED SCIENCE IN JUNIOR SECONDARY SCHOOL

Project – PROBLEM ASSOCIATED WITH THE TEACHING OF INTEGRATED SCIENCE IN JUNIOR SECONDARY SCHOOL

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Project – PROBLEM ASSOCIATED WITH THE TEACHING OF INTEGRATED SCIENCE IN JUNIOR SECONDARY SCHOOL

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CHAPTER ONE

INTRODUCTION

 Background to the Study

The teaching of Integrated Science in Junior Secondary Schools in Nigeria has been fraught with numerous challenges. According to Aina (2013), the primary issues include inadequate teaching materials, lack of qualified teachers, and poor infrastructure. The lack of teaching materials makes it difficult for teachers to effectively communicate scientific concepts, thereby hindering students’ understanding. Furthermore, the dearth of qualified teachers means that the subject is often taught by individuals who lack the necessary pedagogical skills and scientific knowledge, which further compounds the problem.

Another significant issue is the poor state of infrastructure in many Nigerian schools. A study by Ogunniyi (2012) found that many schools lack basic facilities such as laboratories and libraries, which are essential for teaching and learning science. This lack of infrastructure not only hampers the teaching of Integrated Science but also affects students’ interest and motivation to learn the subject. Without the necessary facilities, it becomes challenging to carry out practical experiments, which are crucial for understanding scientific concepts.

The curriculum for Integrated Science in Nigeria has also been criticized for being too broad and lacking depth. According to Ezeudu (2015), the curriculum covers a wide range of topics but fails to delve deeply into any of them. This breadth-over-depth approach makes it difficult for students to gain a thorough understanding of the various scientific concepts. Furthermore, the curriculum does not adequately cater to the diverse learning needs of students, which further exacerbates the problem.

The method of assessment in Integrated Science has also been identified as a problem. As noted by Okebukola (2014), the emphasis on rote learning and memorization, rather than understanding and application of scientific concepts, does not promote critical thinking and problem-solving skills among students. This method of assessment does not align with the objectives of science education, which aims to develop students’ scientific literacy and ability to apply scientific knowledge in solving real-life problems.

The socio-cultural context in Nigeria also poses a challenge to the teaching of Integrated Science. According to Akinbobola (2016), societal beliefs and attitudes towards science often discourage students, particularly girls, from pursuing science-related subjects. This gender bias in science education further widens the gender gap in science and technology fields, which is a global concern.

The teaching of Integrated Science in Junior Secondary Schools in Nigeria is faced with numerous challenges, ranging from inadequate resources and poor infrastructure to an overly broad curriculum and ineffective assessment methods. Addressing these issues requires concerted efforts from all stakeholders, including the government, educators, and the society at large.

For any nation to be recognized among the committee of nation, that country need to improve its scientific and technological know-how. These can only be achieved through well and articulated, science education, if those concerned with designing of educational policy, develop the science curriculum in ways that are aimed at improving scientific knowledge and positive attitude toward science. They can also be achieved by exposing the younger ones to sciences from the secondary school (i.e. secondary) level of their education through the integrated science curriculum.

Integrated science is a basic science subject offers at secondary school (secondary 1 – 111) level of Nigerian educational system of education. It is the integration of the basic concepts of the major science subjects like Biology, Physics, and Chemistry aimed at preparing them for the study of science in their senior secondary school (secondary) level of education.

According to the National Policy on Education (2004) the secondary school will be both prevocational and academic and will teach basic subjects which will enable pupils to acquire further knowledge and skills (PAR 19(4) p.17). The importance of the above statement cannot be overemphasized. First of all, integrated science teaching is expected to use students’ basic knowledge as indicated above. This will in turn feed the different sciences at secondary level in preparation for studies as the tertiary institutions. Thus, these groups will constitute the nations future scientists in medicine, pharmacy, engineering and the like.

In furtherance of these objectives, there is need for provision of science teachers to the teaching of integrated science. The over populated students at this level (Adegbite, 1991) provide laboratory facilities and equipments used as the chemicals for experiments. Fatola (1992) pointed out it, is when these have been provided that the authorities can be said to have laid down the foundation for science and technology.

But Akanbi (1998) noted that there are many problems that frustrate efforts of realizing the aims of science education in Nigeria. According to him, the most notable of these is the non-science principals of secondary school. This is because they do not understand and appreciate or recognize the need to improve science in their schools. They tend to every subject irrespective of their importance, to be rated equally.

The government policy is adversely affecting the effective teaching process of science education. This is because, education has been politicized. All these and other constitute problems of science education, integrated science inclusive.

More local government area of Kwara State has about seventeen (17) secondary schools. In these schools, integrated is taught as a core subject at the secondary level. Even though about three over five of the schools have what can be called laboratories. Most of them are empty in terms of facilities and equipment science teachers in these schools can also be described as inadequate.

Statement of the Problem

Educators are incessantly concerned about the need to improve student’s academic achievement in science subjects. Research also has shown that, the performance of science students in secondary schools has persistently been on the declined (Bello 1991). Lack of science facilities, coupled with over loaded syllabus has been given as some of the factors contributing to such performance (Oro journal of educational and technological studies (OJETS, July 2000).

For a long time now, educators as well as research studies in science education have shown that the need for laying a sound foundation for science studies through the teaching of integrated science in the secondary school (secondary) level has been neglected. This is expected to serve as a foundation for the science students in their transition to senior secondary school levels, thereby improving their performance in science and for the overall development of the nation.

Even though this has commenced as emphasized in the Nigerian Policy on Education (2004) it is of concern that many infrastructural and instructional facilities are not in place, particularly in the rural and semi-urban areas. This is a problem which this study intends to fill. Thus, the study investigates the prospects and problems of Integrated Science as a basis for studying science in secondary in Moro Local Government Area of Kwara State.

Purpose of the study

The purpose of the study is to examine the Problem associated with the teaching of integrated science in junior secondary School.

  1. To understand if the level of education (graduate or non-graduate) affects a teacher’s view on the usefulness of integrated science in secondary education.
  2. To determine if the level of education (graduate or non-graduate) influences a teacher’s perception of the challenges of teaching integrated science at the secondary level.
  3. To explore whether a teacher’s experience level impacts their view on the potential of integrated science in secondary education.
  4. To examine if the level of teaching experience affects a teacher’s perception of the problems associated with teaching integrated science.

Research questions

Based on the problem of this study, the researcher attempts to answer the following questions.

  1. Does a teacher’s level of education affect their view on the usefulness of integrated science in secondary education?
  2. Does a teacher’s level of education influence their perception of the challenges of teaching integrated science at the secondary level?
  3. Does a teacher’s experience level impact their view on the potential of integrated science in secondary education?
  4. Does the level of teaching experience affect a teacher’s perception of the problems associated with teaching integrated science?

 Research hypotheses

The following hypotheses were tested in the study.

  1. There is no significant difference in non-graduate and graduate teacher’s perception of the prospect of integrated science for studying science at secondary level.
  2. There is no significant difference in the non-graduate and graduate teacher’s perception of the problems of integrated science for studying science at secondary level.
  3. There is no significant difference in the level of experience and less experience teacher’s perception of the prospect of integrated science for studying integrated science at secondary level.
  4. There is no significant difference in the experienced and less experienced teachers perception of the problems of integrated science.

 Significance of the study

The significance of studying the problems associated with the teaching of integrated science in junior secondary schools is multi-faceted. Firstly, it helps to identify the challenges that educators face in teaching this subject. These challenges could range from a lack of resources, inadequate training, or a lack of understanding of the subject matter. By identifying these problems, appropriate solutions can be developed to improve the teaching and learning process.

Secondly, this study is crucial in understanding the impact of these problems on students’ learning outcomes. Integrated science is a foundational subject that introduces students to various scientific concepts. If the teaching process is flawed, it could lead to a poor understanding of these concepts, which could affect students’ performance in other science-related subjects. Therefore, studying these problems could help to improve students’ academic performance.

Thirdly, the study is significant as it could contribute to policy development in the education sector. The findings from this study could provide policymakers with insights into the challenges faced in teaching integrated science. This could inform the development of policies aimed at improving the teaching and learning of integrated science in junior secondary schools.

Fourthly, the study could also be significant for curriculum developers. Understanding the problems associated with teaching integrated science could help curriculum developers to design a curriculum that is more suited to the needs of both teachers and students. This could lead to a more effective and engaging learning experience for students.

Fifthly, the study could be beneficial for teacher training institutions. The findings could be used to improve teacher training programs, ensuring that future teachers are better equipped to teach integrated science. This could lead to a higher quality of education for students.

Lastly, the study is significant as it could lead to a greater appreciation of the importance of integrated science. By highlighting the problems associated with its teaching, the study could raise awareness about the importance of this subject and the need for it to be taught effectively. This could lead to increased support for the teaching of integrated science in junior secondary schools.

This study is significant in the sense that it looked to the important role played by integrated science at secondary schools to studying science in senior secondary schools. This may give insight into the chance that the exposition of integrated science gives to intending science students.

Furthermore, the results of this finding may help to identify some of the problems contributing to the poor performance of students in science subjects. Also the results of this study may suggest solutions that may have positive impact on teaching and learning processes in integrated science, science curriculum development. Education policy making and science teacher education.

 Scope of the Study

The study examines Problem associated with the teaching of integrated science in junior secondary School. This research study was carried out in Moro Local Government Area of Kwara State. Ten secondary schools were randomly selected to participate in the study. In each of the selected schools 12 science teachers were purposely selected for the study.

Furthermore, students’ academic performance in integrated science, mathematics and agricultural science were collected to determine students’ prospects. The study is however limited to the only science subject mentioned in the study.

 Operational definition of terms

The following terms are operationally defined as found in the study.

Science: The interaction between man and nature i.e. human enterprise primarily concerned with finding out about things in pour environment.

Integrated Science: Integration of the basic concepts on major sciences like Biology, Chemistry, Physics, e.t.c.

Prospect: Possibility of and avenue for success in certain project, i.e. in this instance, science.

Problems: Anything that could hinder or block progress.

Academic performance: Results in pass or fail in integrated science subject.

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Project – PROBLEM ASSOCIATED WITH THE TEACHING OF INTEGRATED SCIENCE IN JUNIOR SECONDARY SCHOOL

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