IDENTIFICATION OF DIFFICULT TEACHING TOPICS IN INTEGRATED SCIENCE IN ENUGU URBAN AREA IN ENUGU STATE JUNIOR SECONDARY SCHOOLS
ABSTRACT
The research identified difficult teaching topics in integrated science as well as the causes of their difficulty. A questionnaire was used to gather the necessary information, and the results were analyzed using mean and percentages. The analysis revealed that while some topics were difficult for the teachers. Others were simple. The indicated causes of the difficulty were also discovered.
Finally, recommendations based on the research findings were made.
TABLE OF MATERIALS
CHAPTER ONE
Introduction
1.1 The Study’s Historical Context
1.2 Statement of the Problem
1.3 The Purpose of the Study
1.4 The Importance of the Research
1.5 Scope of the Investigation
1.6 Investigational Questions
1.7 Limitations of the Research
CHAPTER TWO
2.0 Review of Literature
2.1 Integrated Science’s Nature and Structure
2.2 Qualified Teachers of Integrated Science
2.3 Infrastructure and Equipment
2.4 Topics with Difficulties in Integrated Science
2.5 Root Causes of Difficult Teaching Topics
2.6 Methods of Instruction
2.7 Methodology for Teaching Integrated Sciences
CHAPTER THREE
3.0 Research Methodology
3.1 Study Plan
3.2 Concentration of Study
3.3 Study Participant Population
3.4 Techniques for Taking Samples and Sampling
3.5 Tools and Equipment
3.6 Validation and Reliability of the System
3.7 Administration of Instruments
3.8 Data Analysis Methodologies
CHAPTER FOUR
4.0 Discussion and Analysis
4.1 The First Research Question
4.2 Findings of some difficult Teaching Topics in
Teachers Integrate Science
4.3 Evaluation of the Results
CHAPTER FIVE
Conclusion, Summary, and Recommendation
5.1 Research Findings
5.2 Executive Summary
Recommendation No. 5.3
5.4 Areas for Further Investigation
References
Appendix
CHAPTER ONE
INTRODUCTION (1.0)
1.1 BACKGROUND TO THE STUDY
According to Ochu and Ekezie, science and technology are concepts in national development that are indelible in the minds of African and third-world leaders (1974).
Science was introduced into the secondary school system in Nigeria as early as (1880).
It began as a general science course before branching out into physics, chemistry, and biology. With the introduction of the core science subject, general science became known as the science subject for the less able, and it was recommended to those who were not science oriented and did not intend to pursue science. The syllabus was thus designed to include basic elements of biology, chemistry, and physics that should be taught primarily to students in lower secondary school classes. (Anani 1977).
Despite attempts to elevate the status of general science with the introduction of a double credit O/level, people questioned the logic of simply combining subjects. There was a new wave of thought about science in school in the early 1960s, rather than open into professional restricting under the conditions of normal classroom culture.
Both school teachers are hesitant to experiment with new classroom teaching methods. Activities are rarely included in classroom discussions, and laboratory programs are rarely organized as a means of exploration. According to Agarkara (1998), teachers learn very little about mastering science and new technology logics from classroom experience. Since Iloputaife and Eze (1994), the following tasks have been proposed.
Lip dating and improving science teaching quality by integrating scientific education and human characteristics, as well as developing a comprehensive approach to science curricula. The emphasis has been placed on teacher processes in order to promote teachers’ understanding of scientific method and rationality, but the reality of limited resources in most countries has prevented them from adjusting both the contents of their curriculum and textbooks as a result, as well as the training of their integrated science teachers, which is frequently of very poor quality.
The curriculum is inter-disciplinary, and it is intended to provide teachers with an understanding of the concept and pedagogical principles that unify the separate subject matter, thus harmonizing the knowledge derived from the integrated.
The course is intended to provide teachers with a broad view of science that will illuminate his interactions with his environment of this mental manipulative and social skills UNESCO – UNICEF (1971).
Essentially, integrated science is intended to pique students’ interest in the teaching so that they will pursue further studies in the science discipline.
Secondary school was supposed to lay a solid foundation in the learners’ early study of science in preparation for further study.
A sizable proportion of Nigerian J.S.S. integrated science. Teachers do not perform as well in integrated science exams as they should. Eze and Iloputaife (1994).
1.2 THE PROBLEM STATEMENT
Based on the study’s background. One or two problems are displayed here.
For starters, some teachers find it difficult to teach certain topics in integrated science. This was also confirmed by research evidence in Nigeria, where Desai (1994) found that teachers had low integrated science attainments. The situation was exacerbated by the alarmingly low number of qualified teachers in the integrated science field, despite the critical role of integrated science Neera (1996).
Second, as a result of the problems in curriculum implementation Olarewaju (1987), achievement has been shown to be very low and unimpressive Okebukola and Jegede (1999). As J.S.S leaves, this may call into question the philosophy behind the implementation of the integrated science core curriculum. In addition, Jegede (1999) and Akueailo (1998) show that the teaching of integrated science in Nigerian secondary schools is insufficient.
1.3 OBJECTIVE OF THE STUDY
The goal of this research is to identify the most difficult teaching topics in the J.S. integrated science curriculum.
(a) Area of specialization in relation to teaching
(b) With regard to teacher certification
(c) In relation to the availability of instructional materials in Enugu, Enugu State.
1.4 THE IMPORTANCE OF THE STUDY
The identification of these difficult teaching topics in integrated science will enlighten teachers and government officials, as well as expose them to the area in which they specialize. Being aware of these difficult topics will greatly assist school authorities, the government, and even the Nigerian Science Teachers Association in planning in-service courses for teachers in those areas of science.
This also highlights the importance of providing higher education institutions and universities that prepare integrated science teachers with the necessary training for planning and implementing integrated science in our secondary schools.
The exposure of these difficult topics will encourage integrated science authors and publishers to pay close attention to these various areas in their writing.
1.5 STUDY OBJECTIVES
The research was limited to identifying difficult teaching topics in junior secondary schools in Enugu, Enugu State.
1.6 QUESTIONS FOR RESEARCH
The research questions listed below are suggested.
1. Which topics do teachers find difficult to teach in J.S.S integrated science?
2. Why do teachers struggle with teaching the identified topics in integrated science?
3. How can the difficulty in teaching those topics be overcome?
4. What impact does experience have on the identification of difficult topics?
5. What are the effects of qualification on finding difficult teaching topics?
6. What effect does sex have on finding difficult teaching topics?
7. What effect does area of specialization have on identifying topics as difficult?
8. What, in your opinion, are the potential solutions to the problem?
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IDENTIFICATION OF DIFFICULT TEACHING TOPICS IN INTEGRATED SCIENCE IN ENUGU URBAN AREA IN ENUGU STATE JUNIOR SECONDARY SCHOOLS