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TEACHING AND LEARNING OF INTEGRATED SCIENCE AS CORRELATES OF ACADEMIC ACHIEVEMENT AMONG JUNIOR SECONDARY SCHOOL STUDENTS IN EDUCATION DISTRICT IV
Abstract
The teaching and learning of Integrated Science play a crucial role in shaping students’ foundational understanding of scientific principles and concepts, which can significantly impact their academic achievement. This research explores the relationship between the quality of Integrated Science instruction and the academic performance of junior secondary school students in Education District IV. The study aims to assess how various teaching strategies, resources, and teacher effectiveness correlate with student outcomes. By employing a mixed-methods approach, combining quantitative data from standardized academic results and qualitative insights from teacher and student interviews, the research provides an in-depth understanding of the factors influencing success in Integrated Science education. This chapter outlines the background of the study, statement of the problem, research questions, objectives, significance, scope, and limitations. The findings from this study are expected to inform educational policymakers and teachers on best practices for improving science teaching methodologies, ultimately enhancing student performance and fostering a stronger foundation in science education.
Chapter One:
Introduction
1.1 Background to the Study
The importance of Integrated Science in the junior secondary school curriculum cannot be overstated. As a multidisciplinary subject, it forms the basis for understanding various scientific fields, promoting scientific literacy, and fostering problem-solving skills. In Nigeria, Integrated Science is designed to cultivate critical thinking, practical skills, and an appreciation of the interconnections between different scientific disciplines. However, disparities in teaching quality, access to instructional materials, and teacher expertise continue to impact the level of student achievement in Integrated Science, particularly in Education District IV.
Education District IV has been noted for its diverse range of schools, which vary in terms of resources, teacher qualification, and pedagogical approaches. Understanding how teaching methodologies, availability of resources, and teacher proficiency correlate with student academic performance in this district is essential for developing targeted interventions to enhance learning outcomes. This chapter explores the foundation of the study, framing its objectives, significance, and research questions.
1.2 Statement of the Problem
Despite the importance of Integrated Science for foundational scientific knowledge, academic achievement among students in Education District IV has shown variability. Reports indicate that several students underperform in this subject, potentially due to inadequate teaching practices, lack of engagement, insufficient instructional materials, and limited teacher expertise. These factors can hinder students’ understanding and interest in science, affecting their overall academic achievement and future pursuits in science-related fields. Therefore, there is a need to investigate the relationship between teaching and learning practices and academic performance to provide evidence-based recommendations for improving science education.
1.3 Objectives of the Study
The main objective of this study is to examine the correlation between teaching and learning practices in Integrated Science and the academic achievement of junior secondary school students in Education District IV. The specific objectives include:
To evaluate the influence of different teaching strategies on students’ academic performance.
To assess the impact of teacher qualifications and experience on the effective teaching of Integrated Science.
To investigate the role of instructional materials and resources in facilitating learning and improving student achievement.
To identify challenges faced by teachers and students in teaching and learning Integrated Science.
1.4 Research Questions
This study seeks to answer the following research questions:
How do different teaching strategies impact the academic performance of junior secondary school students in Integrated Science?
What is the influence of teacher qualifications and experience on the effectiveness of Integrated Science instruction?
To what extent do instructional materials and resources contribute to student learning and achievement?
What are the main challenges faced by teachers and students in the teaching and learning of Integrated Science?
1.5 Significance of the Study
This study holds significance for various stakeholders in the education sector, including policymakers, teachers, school administrators, and curriculum developers. By identifying effective teaching strategies and the importance of teacher qualifications, the study can guide teacher training and professional development programs. Insights into the role of instructional materials can influence resource allocation and support for schools. Additionally, understanding the challenges faced in teaching Integrated Science will inform the development of strategies to address these issues, ultimately leading to improved student academic performance and a stronger foundation for further scientific education.
1.6 Scope of the Study
The study focuses on junior secondary school students in Education District IV, Lagos State. It examines the teaching methods, teacher qualifications, and availability of instructional resources in public and private schools within this district. The study is limited to evaluating the correlation between these factors and students’ academic achievement in Integrated Science.
1.7 Limitations of the Study
The study may face limitations such as access to complete data from all schools within Education District IV, potential variations in student backgrounds that affect learning outcomes, and constraints related to time and resources. Despite these challenges, efforts will be made to ensure a representative sample and reliable data collection.
1.8 Definition of Terms
Integrated Science: A multidisciplinary approach to teaching science that includes elements of physics, chemistry, biology, and earth sciences.
Academic Achievement: The performance of students in school subjects, often measured by grades or standardized test scores.
Instructional Materials: Resources used by teachers to facilitate learning, including textbooks, laboratory equipment, and digital content.
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RELATIVE ACADEMIC PERFORMANCES OF SECONDARY SCHOOL STUDENTS IN SCHOOL CERTIFICATE INTEGRATED SCIENCE
CHAPTER ONE
INTRODUCTION
Background of the study
The differential scholastic achievement of students in Enugu North has been and is still a source of concern and research interest to educators, government and parents. This is so because of the great importance that education has on the national development of the country. All over the country, there is a consensus of opinion about the fallen standard of education in Enugu State (Adebule, 2004).
Parents and government are in total agreement that their huge investment on education is not yielding the desired dividend. Teachers also complain of students’ low performance at both internal and external examination. The annual release of Senior Secondary Certificate Examination Result (SSCE) conducted by West African Examination Council (WAEC) justified the problematic nature and generalization of poor secondary school students’ performance in different school subject.
Poor academic performance according to Aremu (2003) is a performance that is adjudged by the examinee/test and some other significant as falling below an expected standard, poor academic performance has been observed in school subjects especially Integrated science and English language among secondary school students (adesemowo, 2005). Aremu (2000) stress that academic failure is not only frustrating to the students and the parents, its effects are equally grave on the economy and politics.
Education at secondary school level is supposed to be the bedrock and the foundation towards higher knowledge in tertiary institutions. It is an investment as well as in instrument that can be used to achieve a more rapid economics, social, political, Technological, scientific and cultural development in the country.
The National policy on Education (2004) stipulated that secondary education is an instrument for national development that fosters the worth and development of the individual for further education and development, general development of the society and equality of education opportunities to all Nigerian children, irrespective of any real or marginal disabilities.
To role of secondary education is to lay the foundation for further education and if a good foundation for further education and if a good foundation is laid at this level, there are likely to be no problem at subsequent levels. However, different people at different times have pass the blame of poor performance in secondary school to students because of their low retention, parental factors, association with wrong pees, low achievement, low achievement motivation and the likes (Aremu & sokan 2003; Aremu & oluwole 2001; Aremu, 2000).
Morakinyo (2003) believe chat the falling level of academic Achievement is attributed to teacher’s non-use of verbal reinforcement strategy. Other found out that the attitude of some teaches to their job is reflected in their poor attendance to lessons. Lateness to school, unsavory comments about student’s performance that could damage their ego, poor method of teaching and the like affect pupils’ academic performance.
The question therefore is what is the cause of this fallen standard and poor academic performance of students? Is the fault entirely that of teaches or students or both of them? Is it that students of today are non-achievers because they have low intelligent quotient and a good neural mechanism, to be able to act purposefully, think rationally and deal effectively with academic tasks? Or is it because teaches are no longer putting in much commitment as before? Or is it in teachers’ method of teaching and interactions with pupils? Or is it poor performance of students caused by parent’s neglect, separation and poverty? The present study therefore sought to find out students and teachers’ perception of the causes of poor academic performance among secondary school students in Nigeria.
PURPOSE OF THE STUDY
The study sets out clearly among other things to: finding out whether there is significant difference between methods of teaching and academic performance, qualification or teachers and academic performance, and student’s environment and poor academic performance.
RESEARCH QUESTIONS
This research will attempt to answer the following questions:
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FACTORS RESPONSIBLE FOR THE POOR PERFORMANCE OF STUDENTS STUDYING INTEGRATED SCIENCE
CHAPTER ONE
BACKGROUND TO THE STUDY
In the Nigeria national policy on education (1981) it stated that school education should “equip students to live attentively in our modern age of Integrated science ” in accordance with this aim of education, Boge (1979) has his to say, “in an era that is most accurately described by its social and religiousprocess, one major educational problem is preparing the young people to cope with the intellectual and religious environment characterized by rapid changes” in order for students to understand this rapidly, social and religious society, it is assumed that these young people should have some basic understanding for the Integrated science
Experimental Integrated science is one of the most recently included subject content of the curriculum Integrated science it inclusion, Integrated science has continued to occupy its separate place and some time, it is often neglected in some schools even where the various branches of Integrated science are taught they are done without regard for the basic requirement needed in spite of the effort made during the present decade by the federal and state government of Nigeria to give Integrated science subject their role in education note much has been achieved in some selected schools in Shagamu Local Government AreaofLagos state the effect of the deficiency in teaching Integrated science in schools are particularly evident in developing countries such as Nigeria
STATEMENT OF PROBLEM
RESEARCH QUESTION
HYPOTHESIS
The ineffective teaching of Integrated science schools is brought by several factors the researcher has it in mind that the factors listed below could be responsible for it
PURPOSE OF STUDY
The purpose of this study is to find out the problem militating against the teaching of Integrated science the schools
SIGNIFICANCE OF STUDY
The teaching of Integrated science has not been as effective as it output to be is easily of students in schools it is therefore necessary to diagnose the various factors responsible for this unheeding state of affairs and proper means by which the anomalies could be arrested
The importance of Integrated science in the life of man need to be over emphasized therefore if the subject is note effectively taught, the rudiment that are necessary for development of the basic concept of Integrated science would be lacking at the secondary schools level and this could permeate the other state of the nation’s educational level it is believed that the importance of Integrated science is well under stood and all the factors responsible for it’s unhealthy development are quickly nipped on the bud it would be possible to build a Integrated science culture oriented society which will augur well for the healthy development of the nation
SCOPE AND DELIMITION OF STUDY
The study will be restricted to Shagamu Local Government Areain Benin City Lagos state a large number of secondary school is located there hence Shagamu Local Government Areawill serve as the centre of the study this will enable one to know the factor militating against effective teaching of Integrated science
Selected secondary schools in Shagamu Local Government Areaare to be used for the study
The selected schools are:
LIMITATION OF STUDY
To carry out a project such as this there are bound to be procedural and methodological flew inherent in the item developed human biases are likely to aggravate the internal weakness that are likely to exist however, conscious effort will be made to evolve method that will control for such extraneous influences in order to ensure the validity and reliability of the study
It is also expected that distance, times, finance and lack of human co-operation can pose serious threats to the successful execution of this project to this end it is hoped that every effort will be made to minimize, if not totally eliminating such threats and steps taken be highlighted to serve as a guide to those who may wish to replicate the project
DEFINITION OF TERMS
In the course of study, it is important to know what the following terms stand for technology may be defined as the use of organized knowledge to solve practical problems
Integrated science laboratory is a place equipped for experimental studies in Integrated science
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EXTENT OF USE OF INSTRUCTIONAL MATERIALS IN TEACHING AND LEARNING OF INTEGRATED SCIENCE
TABLE OF CONTENT
Chapter One
1.1 Background of the study
1.2 Integrated science of Instructional materials
1.3 Statement of the problem
1.4 Purpose of the study
1.5 Significance of the study
1.6 Scope of the study
1.7 Limitations of the study
Chapter Two
Literature Review
Chapter three
3.1 Research Design
3.2 Sample area or scope of the study
3.3 Sample subject
3.4 Sample techniques
3.5 Validity and Reliability
3.6 Administration of the instrument
3.7 Method of data analysis
Chapter Four
4.1 Analysis of data interpretation and discussion
Chapter Five
5.1 Summary
5.2 Recommendations
5.3 Conclusion
Bibliography
Questionnaires
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The project discusses how secondary school teachers can enhance their classroom performance through the identification and effective utilization of appropriate instructional materials . The ability of the teacher to educate does not depend only on the possession of the relevant knowledge at a given time but the use of good instructional materials appropriate to the needs of t he students. The idea of using instructional materials to enhance teaching and learning is not new, as Greek geometers draw diagrams on sand, Jesus Christ used parable which were story illustration that helped his listeners to understand his message (Obujes Obudu Journal of Education Studies Vol. No 1 July 1992).
Instructional materials can be seen as those materials, which aids the teacher in teaching his/her lesson in the class. Instructional materials of curriculum materials were succinctly defined by Oyejemezi (1981) as all the available materials, which appeal to all the sense and feeling and aid learning. Instructional materials are tools ranging from most elementary and home made device to highly complex machines designed to help teachers cope with specific teaching needs and proffer solutions to them for a teacher to administer instructional materials in teaching, there must be the presence of students who are ready to learn.
The use of instructional materials is very essential and school lacking the necessary materials, for teaching, do not reasonably achieve its objective. What the effectiveness of teaching possible is not only the quality of teacher but also equipment and materials that will aid the teacher and students performance. Some instructional materials can be drawn and module by the students, hence it promotes fast learning. Studies on teacher education and use of instructional materials have been out and reported by several investigators including those of Lynne (1982) Agun and Okunrotifa (1977), Agun (1999) and Agun (1986) pointed out the need for development of skills by teachers undergoing their training so that they could be able to use a wide variety of instructional materials sufficiently well.
Learning aids are instructional materials and devices through which teaching and learning are done in school examples of learning aids include visual aids, audio-visual aids, real objects and many others. The visual aids are designed materials that may be locally made or commercially produced. They come in form of wall chart, illustrated pictures, pictorial materials and other two dimensional objects. It is interesting to note that a large percentage of trained teachers and those undergoing professional training course can teach with some of the learning aids they do so consciously because they known that the use have positive effect on learning out comes as their cognate experience during teaching practice supervision reveals.
Some investigators claim that whenever they taught with some of the learning aids their students gets more stimulated because the learning aids help them (students) to become more attentive. In addition, students positive attitude generate more interest for the lesson they teach as a result students participate better in class activity.
HISTORICAL BACKGROUND OF EGOR LOCAL GOVERNMENT
Egor Local Government was formerly a part of Oredo Local Government until 1996 when it was carried out by the Sanni Abacha Administration. It has its head quarters at Uselu. The communities in Egor include Uselu, Egor, Uwelu, Ugbowo, Iguosa, Osakwe, Egor and Ogunwenyi.
Tourism attractions include the university of Benin and its Teaching Hospitals, Grown Status, Bronze, Brass work and Terro Coffees.
Natural resources/Industrial Raw Materials include Cassava, Yam, Pepper, Tomatoes, Vegetables, Pineapple, rubber, Clary, Kaolin and Timber.
The infrastructure in the local government include electricity good network of roads, potable water, telephone and other tele communications facilities.
Health services are provided by public and primary health centres public and private hospital clinics and maternity homes. The university of Benin Teaching Hospital, the best. In the state is located in the local government.
The local government has one of the highest concentrations of educational institution in Edo State. Public and private institutions of learning abound in the local government. The university of Benin, a federal university, the first in Nigeria is located in the Local Government Area.
1.2 INTEGRATED SCIENCE OF INSTRUCTIONAL MATERIALS
Much of the foundation of the field of instructional design was laid in World War II, when the US military faced the need to rapidly train large number of people to perform complex technical task, from fieldstripping a carbine to navigating across the ocean to building a bomber. After the (World War II) the success of the wartime training model was replicated in business and industrial training and to a lesson extent in the secondary classroom. Benjamin Bloom (1955) published an influential taxonomy of what he termed the three domains of learning. Cognitive (what we know or think), Psychomotor (what we do, physically) and Affective (What we feel, or what attitude we have). This taxonomy still influences the design of instructional materials .
Instructional materials as defined in education code section 60010(L) provide instruction designed to ensure that students master all the integrated science contents standards for the installed grade level.
1.3 STATEMENT OF THE PROBLEM
The researcher intends to examine the following areas:
1. Importance of instructional materials to the academic.
2. Performance of secondary school students
3. Identification and selection of appropriate instructional materials .
4. Guidelines for effective use of instructional materials .
1.4 PURPOSE OF THE STUDY
For the purpose of this study, the researcher will
1. Analyze the needs or importance of teaching aids/instructional materials in the teaching learning process.
2. Find out if the schools are properly equipped with various instructional materials .
3. Find out if the teacher uses available teaching aids/instructional materials when teaching their subjects.
1.5 SIGNIFICANCE OF THE STUDY
This study is significant because it will enable teachers to realize and appreciate the importance of instructional materials and guide them in the selection of appropriate and suitable materials for effective teaching/learning process.
It is also aimed at helping the teachers to know that instructional materials stimulates children’s interest in learning and helps them to recollect what they have been taught.
1.6 SCOPE OF THE STUDY
This study will be carried out in six secondary schools in Egor Local Government area of Edo State which have been selected randomly those are:
1. Uselu Secondary School
2. Use Secondary School
3. Egor Secondary School
4. Uwelu Secondary School
5. Evbareke Secondary School
6. Federal Grils College
7. Adolor Secondary Schools.
8. Iyoba Girls College.
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AVAILABILITY OF LABORATORY FACILITIES FOR EFFECTIVE TEACHING AND LEARNING OF INTEGRATED SCIENCE IN JUNIOR SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
Science ability is crucial for the economic success of societies (Lipnevich, MacCann, Krumm, Burrus, & Roberts, 2011). It is also important in the scientific and technological development of countries (Enu, Agyman, & Nkum, 2015). This is because integrated science skills are essential in understanding other disciplines including engineering, sciences, social sciences and even the arts (Patena & Dinglasan, 2013; Phonapichat, Wongwanich, & Sujiva, 2014; Schofield, 1982). Abe and Gbenro (2014) point out that integrated science plays a multidimensional role in science and technology of which its application outspread to all areas of science, technology as well as business enterprises. Due to the importance that integrated science engulfs, the subject became key in school curriculum. According to Ngussa and Mbuti (2017), the integrated science curriculum is intended to provide students with knowledge and skills that are essential in the changing technological world.
Factors that can influence integrated science performance are demonstrated by Kupari and Nissinen (2013); Yang (2013); Tshabalala and Ncube (2016), when they show that poor performance in integrated science is a function of cross-factors related to students, teachers and schools. Among the students’ factors, attitude is regarded by many researchers as a key contributor to higher or lower performance in integrated science (Mohamed & Waheed, 2011; Mata, Monteiro & Peixoto, 2012; Ngussa & Mbuti, 2017). Attitude refers to a learned tendency of a person to respond positively or negatively towards an object, situation, concept or another person (Sarmah & Puri, 2014). Attitudes can change and develop with time (Syyeda, 2016), and once a positive attitude is formed, it can improve students’ learning (Akinsola & Olowojaiye, 2008; Mutai, 2011). On the other hand, a negative attitude hinders effective learning and consequently affects the learning outcome henceforth performance (Joseph, 2013). Therefore, attitude is a fundamental factor that cannot be ignored. The effect of attitude on students’ performance in integrated science might be positive or negative depending on the individual student. In response to this problem, this study seeks to investigate students’ attitudes towards learning integrated science in Nigeria.
In accordance with Syyeda (2016) attitude has three main components: affect, cognition and behaviour. The components are interrelated and involve several aspects contributing to the overall attitude towards learning integrated science. We draw from the ABC (Affective, Behavioural and Cognitive) model (Ajzen, 1993) to investigate the students’ attitude towards integrated science and the Walberg’s theory of productivity (Walberg, Fraser, & Welch, 1986) to interpret results about the factors influencing a like or dislike of integrated science and those impacting students’ performance. Walberg’s theory postulates that individual students’ psychological attributes and the psychological environments surrounding them influences cognitive, behavioural and attitudinal learning outcomes. This theory will be relevant for this study because it is a suitable lens through which we can explain the reasons for the attitudes that students form towards integrated science. In line with the ABC model, our study focuses on investigating attitude aspects, including: students’ self-confidence in their integrated science ability, integrated science anxiety, integrated science enjoyment, perception about the usefulness of integrated science and intrinsic motivation. Questions that guided the study are as follows:
1. What are the students’ attitudes towards learning geometry and integrated science?
2. Why do students acquire a like or a dislike towards geometry in integrated science?
3. What is the relationship between each attitude aspects and students’ performance (grades) in integrated science and geometry?
4. What is the relationship between attitude and student grades in integrated science and geometry?
This work is relevant since poor performance in Science Technology Engineering and Integrated science (STEM) particularly in integrated science is seen as a barrier towards achieving economic and social development, both at the individual and national level. In Nigeria, like any other country within Sub Saharan Africa (SSA), students consistently perform poorly in integrated science and science, which makes Nigeria lose economic advantages over other countries. Students’ achievement in countries within SSA is ranked far below the average point in international assessments (Bethell, 2016; 38). Bethell further points out that the long-run development of countries in SSA requires significant improvements in STEM education if they are to benefit in a competitive global economy driven by new technologies. In this regard, it is important to find ways to improve students’ performance in the subject. The study of students’ attitudes towards integrated science with associated factors and their connection to academic performance is certainly worth examining. The results will provide teachers, students, parents, and other education stakeholders with information that will help to develop strategies to improve students’ learning of integrated science.
Laboratory facilities brings to live abstract learnings in integrated science through experiments and experimental procedures. These performed experiments gives series of visual teachings with makes it easier for students to understand. By laboratory practicals in geometry secondary school students are able to have a better grasp of the realities of geometry and have deeper insights into the possibilities of geometry, and this could trigger their imaginative faculties to explore their potential in integrated science in a broader sense. This whole psycho-educational facor could in a great way improve on students attitude towards geometry and integrated science in general.
According to Umeh (2006) material resources are structured facilities that are used to ensure affective teaching and learning such as the laboratories
All science laboratories have certain general features and requirements in addition to which each separate science has its own special demand which requires a special laboratory and facilities. For example all modern laboratories need to have a preparation room with storage facilities and shelves for chemicals, tools as well as work benches for the preparation of solutions. They must have sufficient space for free movement
1.2 Statement of the problem
lack of integrated science laboratory and integrated science teachers’ non-use of laboratory technique in teaching integrated science is one of the major factors that contribute to poor academic achievement in integrated science by secondary school students. The West African Examinations Council (WAEC), Chief examiners’ Reports (2010, 2011, 2012& 2018) affirmed that candidates lack requisite practical skills to answer the questions raised in number and numeration, which point to the fact that the most desired technological, scientific and business application of integrated science cannot be sustained.
This makes it paramount to seek for an approach for teaching Geometrythat aims at improving its understanding and academic achievement by students. Ogunkunle(2000) asserted that lack of integrated science laboratory and integrated science teachers’ non-use of laboratory technique in teaching Geometryis one of the major factors that contribute to poor academic achievement of students in Geometryat junior secondary school.
Despite the fact that Integrated science Laboratories serve as fundamental sources of creative thinking, skill development and problem solving for Junior Secondary School students, its facilities are seldom used by Integrated science teachers (Shreedevi & Asha, 2014). Well-equipped Integrated science Laboratory at the basic school level has given birth to scientific and technological growth in manpower among developed nations (Imoko & Isa, 2015).Beyond availability of Integrated science laboratory materials, Malik (2017) opined that adequate use of Integrated science laboratory prepares students for a useful and meaningful living, because Integrated science is the language and key to everyday activities of mankind in the world of science and technology. For the fact that Integrated science Laboratory is equipped with numbers, symbols, objects, counting devices, measuring materials, number patterns and relationships of quantities, it is central to integrated science curriculum at the primary and secondary levels in Nigeria (Akanmu, 2017). Nneji and Alio (2017) observed that Integrated science as a subject does not only deal with manipulation of numbers, but goes further to explain practical relationships between the numbers, attributes and application of the numbers to solving day to day practical life problems.
Purpose of the Study
The main purpose of this study is to investigate the effects of integrated science laboratory on the academic achievement of students in Geometry at junior secondary schools.
(1) Effect of integrated science laboratory approach on students achievement in Geometryat Junior Secondary School level.
(2) Effect of Integrated science laboratory approach on male and female students achievement in Geometryat Junior Secondary School level.
(3) Interaction effects of integrated science laboratory and gender on students achievement in Geometryat junior secondary school level.
Research Questions
The following research questions were addressed in the study:
(1) What are the achievements of students in Geometry before and after exposure to math lab facilities and conventional method?
(2) Do students differ in achievement by gender when taught Geometryusing integrated science laboratory facilities?
Research Hypotheses
The following hypotheses were formulated and tested at 5% level of significance:
Ho1: There is no significant effect of the usability of Integrated science laboratory facilities on the mean achievement scores of students taught Geometry
Ho2: There is no significant effect of gender on the mean achievement scores of students taught
Geometry using integrated science laboratory approach.
Ho3: There is no significant interaction effect of Integrated science laboratory method and gender on
students mean achievement scores in geometry.
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APPLICATION OF AUDIO VISUAL AIDS IN TEACHING AND LEARNING INTEGRATED SCIENCE IN SENIOR SECONDARY SCHOOLS
ABSTRACT
In Teaching and learning communication skills, we have a lot to choose from the world of technology: TV, CD Rom, Computers, C.A.L.L., the Internet, Electronic Dictionary, Email, Blogs and Audio o Cassettes, Power Point, Videos, DVD’s or VCD’s. The last two decades have witnessed a revolution due to onset of technology, and has changed the dynamics of educational institutes, and has also influenced the educational system and the way people interact and work in the society. This rapid rising and development of information technology has offered a better pattern to explore the new teaching model. Using audio visual to create a context to teach communication skill has its unique advantages. As a result technology plays a very important role in teaching communication skill. This paper tries to analyze the necessity of audio visual technology to communication skill teaching and also brings out the problems faced by using these technologies. It also aims to make Integrated science teachers aware of the strategies to use it in an effective manner.
CHAPTER ONE
1.1 Background of the study
The use of audio visual in industries has been extensive, as it has been effective inincreasing productivity and retention rates, where research has shown that peopleremember 20% of what they see, 40% of what they see and hear, but about 75%of what they see and hear and do simultaneously (Lindstrom, 1994). Audio visual is now permeating the educational system as a tool for effective teaching and
learning. With audio visual, the communication of information can be done in a more effective manner and it can be an effective audio-visual medium for delivering information. Audio visual access to knowledge is one of the possibilities of information and communication technology that has tremendous impact on learning. The audio-visual media have emerged in a variety of resources, and equipment, which can be used to supplement or complement the teachers efforts in ensuring effective learning by students. It is recognized that conventional media technologies can no longer meet the needs of our teaching and learning processes; as a result they are being replaced by audio visual technology. This technology provides a learning environment that is self-paced, learner-controlled and individualized.
Audio visual is defined as the combination of various digital media types such as text, images, sound and video, into an integrated multi-sensory interactive application or presentation to convey a message or information to an audio ence. In other words, audio visual means “an individual or a small group using a computer to interact with information that is represented in several media, by repeatedly selecting what to see and hear next” (Agnew, Kellerman and Meyer, 1996).
Reisman (1994) described audio visual as a ray of “computer-driven interactivecommunication system, which create, store, transmit and retrieve, textual, graphicand audio tory networks of information.
Audio visual could be interpreted as a combination of data carriers, for examplevideo, CD-ROM, floppy disks, Internet and software in which the possibility for aninteractive approach is offered (Smeets, 1996; Jager and Lokman, 1996).
Fetterman (1997) also viewed audio visual as those resources used for instructionthat include one or more media such as graphics, video, animation, image andsound in addition to textual information. He identified four important characteristics of audio visual as:
The power of audio visual lies in the fact that it is multi-sensory, stimulating themany senses of the audio ence. It is also interactive, enabling the end users of theapplication to control the content and flow of information. This has introducedimportant changes in the educational system and impact the way we communicateinformation to the learners (Neo and Neo, 2000).Ogunbote and Adesoye (2006) expressed that audio visual technology adds newdimension to learning experiences because concepts were easier to present andcomprehend when the words are complemented with images and animations.
Stating further that it has been established that learners retain more when a varietyof senses are engaged in impacting knowledge; and the intensity of the experienceaids retention and recall by engaging social, emotional and intellectual senses.
The evolution of audio visual has made it very possible for learners to become more involved in their work. With audio visual technologies, they can create audio visual applications as part of their project requirements. This would make them active participant in their own learning process, instead of just being passive learners of the educational content.
Reinsman (1994) expressed that audio visual involves processing, storage, generation, manipulation and retention of audio visual system, and the resourcescould include text files, pictures, video, audio o, databases, archives, library catalogs, course notes, relevant links to various websites and easy access to search engines available on the Internet (Shuell and Ferber, 2001).
A study by Ubogu (2006) supports the view that audio visual resources facilitateaccess to all human knowledge, anytime, and anywhere in a friendly, multi-modal, efficient and effective way, by overcoming barriers of distance, language and culture, and by using multiple Internet-connect devices.
It is important to say that the use of audio visual technology has great significance in colleges, universities and research institutions in the Western countries. In these countries, the technology is being seen as a key player to development in all ramifications and essential component of education.
However, Babajide (2003) identified different types of audio visual communication, some of which include integrated science hardware, integrated science software, public address systems, slides, overhead projectors, opaque projectors, videos, cassettes, audio tapes, cassette recorders, flip, time sequence, stream charts, Diorama still motion pictures among others.
Audio visual in Education
Audio visual in Education has been extremely effective in teaching individuals a wide range of subjects. Audio visual is changing the way we communicate with each other. The way we send and receive messages is more effectively done and better comprehended.
While a lecture can be extremely informative, a lecture that integrates pictures or video images can help an individual learn and retain information much more effectively. Using interactive CD-ROMs can be extremely effective in teaching students a wide variety of disciplines
A multi-sensory experience can be created for the audio ence, which in turn, elicits positive attitudes towards its application (Neo and Neo, 2001). Audio visual has also been shown to elicit the highest rate of information retention and result in shorter learning time (Ng and Komiya, 2000). On the part of the creator, designing audio-visual technology that is interactive and multi-sensory can be both a challenge and thrill. Audio-visual technology design offers new insights into the learning process of the designer and forces him or her to represent information and knowledge in a new and innovative way (Agnew et al, 1996).
However, information technology application serves different purposes, such asknowledge sharing-portal, search engines, public administration, social service and business solution. Oshodi (1999) posits that awareness created towards the use of information and communication technology over the years is increasing in the classroom learning environment in the third world such that mere verbalization ofwords alone in the classroom to communicate ideas, skills and attitude to educatelearner is futile. Omagbemi (2004) supporting this view expressed that access to audio visual information could stimulate changes and creates conductive learning environment and make learning more meaningful and responsive to the localized and specific needs of learners. There is certainly no lack of vision within educational communities concerning the central role and importance of ICT in the educational contexts of the future (Wood, 1993). That vision is shared by many and is accompanied by an acknowledgement that in order to realize this vision, three factors – access, training and targets must be provided (DFE, 1995; Simpson, Payne, Munro and Hughes, 1999). However, Hoffman (2001) suggested that successful implementation of ICTs need to address five interlocking frameworks for change namely the infrastructure, attitude, staff development, support (technical and administrative) and also sustainability and transferability.
The many kind of ICTs implemented at teaching and learning can be used in education for different purpose. For instance, some of them help students withtheir learning by improving the communication between them and the instructors (Valasidou, Sidiropoulos, Hatzis and Bousiou-Makridou, 2005).
In a study conducted by Simpson et al (1999) it was found that 64% of the teachereducator used ICT in the production of traditional resources of overhead transparencies and hand outs using standard word processing package; 27% indicated that they made use of and had experience with more powerful communication and presentation software; 32% incorporated the use of any ICT software into the lectures and only 24% made use of CDi resource materials. The study also revealed that in the tutors’ delivery of the courses, the students seldomexperienced demonstrations of the use of ICT as a teaching tool, that is, the tutorsseldom modelled its use through their own practices. However, these tutors gave lack of time to practice skills and the limited accessibility of some specialized facilities as constraint factors on their use of ICTs in teaching.
Studies have shown that, there are some factors that determine academics’ useand non-use of new technologies for teaching and learning in the advanced countries and these include, the needs of the learner, the characteristics and experiences of academics, the technology available, the environment within whichacademics work and how valuable they perceive the use of technology to be for teaching their students (Spotts, 1999; Jager and Lokman, 1999; Chun and Kwan,2005; and Munoz – Repiso and Tejedor, 2006) and the disciplinary context of which the academic is part (Rowley, Banwell, Childs, Gannon – heary, Londsdale,Urguhart and Armstrong, 2002). However, research have demonstrated that thereare disciplinary and subject differences in the way ICTs are being used and adopted in teaching and learning (Jager and Lokman, 1999; Jones, Zenois andGriffiths, 2004 and Eynon, 2006).
In developing countries, Nigeria inclusive, factors like lecturers’ attitude (Agbonlahor, (undated); Perception and use of media (Mabawonku, 1987); Perceived ease of use (Mabawonku, 1987; Ehikhamenor, 2005) quoted by Agbonlahor (undated); Perceived usefulness (Aghonlahor, (undated); Characteristics of lecturers (Gender, Age, Experience; Qualification etc); Adekunmisi, Ojo, Amusa and Obadeyi 2009; Training (Osunade, Philips and Ojo
(undated); Opinions of “significant others” and or peers in the university community (Agbonlahor, (undated); Availability of infrastructural facilities (Osunade et al (undated); Iloanusi and Osuagwu (undated); Cost of Purchasing (Ehikhamenor, 2005; Iloanusi and Osuagwu (undated); Management attitudes (Sife, Lwoga and Sanga, 2007); Use/knowledge of integrated science (Anadarajan, Igbaria and Anakwe, 2002); Power supply (Osunade et al (Undated); Iloanusi and Osuagwu (Undated) amongst others.
There is an urgent need to improve the quality of education to bridge the gapbetween developed and developing nations, and audio visual instruction is considered as a necessary tool for this purpose. However, the presence of audio visual alone will not stimulate significant changes in a school. Teachers are important ingredient in the implementation of audio visual instruction in education.
Without the involvement of teachers, most students may not take advantage of allthe available potential benefits of audio visual on their own. Teachers need to actively participate in the use of audio visual facilities. They have to be trained in the use of audio visual and in its integration in the classroom activities to enhance thinking and creativity among students. They must also learn to facilitate and
encourage students by making them responsible for their own learning. Many ofthe current graduates were found to be lacking in creativity, communications skills, analytical and critical thinking and problem – solving skills (Teo and Wong, 2000;
Tan, 2000).
In this study, attempts are therefore made at examining such issues as arepertinent to audio visual utilization for teaching in the Faculties of Arts and
Education, University of Ibadan, Oyo State, Nigeria.
Specifically, the objectives of this study are to:
1. Determine the availability of audio-visual audio visual in the Faculties of Arts and Education for teaching and learning.
2. Determine the pattern and frequency of use of audio visual by lecturers in these selected faculties for teaching and learning
3. Investigate the adequacy of audio visual facilities for teaching and learning of integrated science .
4. Identify factors, if any, which limit the use of audio visual by the teachers.
The study is structured to provide answers to the following research questions:
1. How available are the audio-visual audio visual for teaching and learning in integrated science ?
2. What is the pattern and frequency of use of the audio visual for teaching andlearning by the lecturers of the facility?
3. How adequate are the audio visual facilities for teaching and learning of integrated science ?
4. What factors limit the use of audio visual by teachers of the subject?
H0: The application of audiovisuals does not have a significant positive impact in teaching integrated science in junior technical schools in Oredo LGA, Edo state
H1: The application of audiovisuals have a significant positive impact in teaching integrated science in junior technical schools in Oredo LGA, Edo state
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THE STRATEGIES TO ENHANCE TEACHING AND LEARNING OF INTEGRATED SCIENCE IN SECONDARY SCHOOLS
Chapter One:
Introduction
1.1 Background of the Study
Integrated Science is a foundational subject in the secondary school curriculum, aimed at providing students with a holistic understanding of scientific principles and their application in the real world. It combines elements from various scientific disciplines, including biology, chemistry, physics, and earth sciences, to create a cohesive and comprehensive learning experience. Despite its importance, the teaching and learning of Integrated Science face numerous challenges, such as lack of resources, insufficient teacher training, and outdated instructional methods.
Enhancing the teaching and learning of Integrated Science is crucial for equipping students with critical thinking skills, scientific literacy, and the ability to apply scientific knowledge to solve problems. Effective teaching strategies and innovative learning approaches can significantly improve students’ engagement, understanding, and performance in Integrated Science.
This study seeks to explore various strategies to enhance the teaching and learning of Integrated Science in secondary schools, aiming to provide practical recommendations for educators, policymakers, and stakeholders.
Integrated Science was introduced into the official school curriculum following its success in solving societal problems not only in Britain but also in America as well as Nigeria in the late 1960s. This programme of study was first introduced in Britain after the 1st and 2nd world wars in order to appease the conscience of the citizens to respect constituted authority, submissive to their parents, show regards to the elders of the society, help to protect public property, value the lives of fellow citizens and contribute positively towards the development of the society. (Edinyang, Mezieobi and Ubi 2013).
The national curriculum conference held in 1969 at Lagos was a major turning point in the history of curriculum development in Nigeria and a historical landmark in the history of education in Africa. Fafunwa, (2004:239), observes that it was the first national attempt to change the colonial orientation of the Nigerian educational system and promote national consciousness and self- reliance through the educationalprocess.
The recommendation of the national conference according to Fafunwa, emphasizes national unity, citizenship education, national consciousness, nationalism and national reconstruction. These recommendations became the bedrock on which the Nigerian Educational goals were realized. The National Policy on Education (FRN 2009), spelt out the goals of Nigerian education which include; the inculcation of national consciousness and national unity; the inculcation of the right types of values and attitudes for the survival of individuals and the Nigerian society; the training of the mind in the understanding of the world around; and the acquisition of appropriate skills and the development of mental, physical and social abilities and competencies as required for the individuals to live in, and contribute to the development of the society.
The desire to achieve the aforementioned goals prompted the introduction of more subjects into the primary and secondary schools among which is Integrated Science Education which is the focus of this study. Thus, For the philosophy to be in harmony with Nigeria‘s national objectives, Integrated Science education is geared towards self-realization, better human relationship, national consciousness and national unity as well as towards social, cultural, economic, political, scientific and technological progress. These are the main targets of Integrated Science Education. Ogundare (1984:82), says Integrated Science programme should aim at achieving the diverse and ever changing physical and social environment as a whole including its natural resources, together with the rational use and conservation of these resources for development; developing in the learners, the capacity to learn and acquire skills including not only the basic skills of listening, speaking, reading and writing but also of developing the skills of hand together with those of analysis and inference which are important in the formation of sound judgment; developing in children, positive and desirable values of citizenship and the desires in them to make positive contribution to the creation of a united Nigeria; and inculcating in the learners sympathetic views which will enable them to appreciate the diversity and interdependence of all members of the local community and of the wider national and international community.
The researcher intends to assess the Integrated Science curriculum implementation in junior secondary schools in Yobe state. Though, Okam (1998), stresses that upon all the subjects studied in the Nigerian school system, Integrated Science is the most (if not the only) appropriate for addressing Nigerian societal problems educationally and comprehensively. Curriculum implementation is aimed at actualizing the planned curriculum. It is the translation of the curriculum contents into practice or action. In the words of Offorma (1994), Nzewi, Okpara and Akudolu (1995), implementation of curriculum is normally done in the classroom through joint efforts of the teacher and learners and those concerned. In curriculum implementation, the Teacher is expected to adopts appropriate teaching methods and instructional materials to guide the students learning. Students are expected to be actively involved in the process of interacting with the learning materials andactivities.
Assessment of the teaching and learning of Integrated Science on the other hand is expected to help to reposition Integrated Science teaching and learning process and make it more relevant to the needs of the learners and the society at large. Thus, assessment is defined as assigning marks, selecting individuals for special opportunities or the quality of instructional materials, assessing the effectiveness of various approaches to instruction and many other kinds of activities (Herzberg, 1975). Ololobou (2007), defines evaluation as the collection and use of information as a basis for rational decision-making on the curriculum. This decision therefore will help to improve on the implementation process which will lead to the attainment of the set objectives. Equally, Yusuf (2012), defines curriculum evaluation as the systematic process of identifying, assembling or gathering data and making value judgment about such data to determine the merit, worth and significance of a curriculum. It is a process of determining whether the implementation of the programme needs to be improved, modified or attracts innovation so as to actualize the set objectives. It is a quality control exercise to ensure that resources are used maximally. In line with the above, a conclusion could be made to say that, this research work will assist in shaping the Nigerian citizens through Integrated Science education in order to benefit themselves and immensely contribute their quarter towards the development of their community, Nigeria and the world at large. Okam (1998), posited that, there is an indication that Integrated Science education has not been properly implemented in the schools to equip students with the necessary knowledge, facts and ideas that can enhance positive values and attitudes for the survival of individuals and the society. That is why social problems range from disrespect to elders and constituted authorities, chronic dishonesty, corruption, religious crisis, ethnic/tribal crisis, murder, arson, examination malpractices, drug abuse, cultism, indiscipline and other forms of mal-adaptive behaviors bedeviled the Nigerian society. This is what motivated the researcher to embarked on this research.
1.2 Statement of the Problem
Despite the vital role of Integrated Science in the secondary school curriculum, many students struggle with the subject due to various factors. These include inadequate teaching methods, lack of engaging instructional materials, insufficient practical activities, and limited professional development opportunities for teachers. As a result, students often exhibit low interest and poor performance in Integrated Science.
Addressing these challenges requires a comprehensive approach that incorporates effective teaching strategies, modern instructional materials, and continuous professional development for teachers. This study aims to identify and evaluate strategies that can enhance the teaching and learning of Integrated Science, ultimately improving students’ academic outcomes and interest in the subject.
1.3 Objectives of the Study
The primary objectives of this study are to:
Identify the current challenges in the teaching and learning of Integrated Science in secondary schools.
Explore effective teaching strategies that can enhance students’ understanding and interest in Integrated Science.
Evaluate the impact of modern instructional materials and technology on the teaching and learning of Integrated Science.
Assess the role of practical activities and laboratory experiences in improving students’ engagement and performance.
Provide recommendations for professional development programs to support Integrated Science teachers.
1.4 Research Questions
This study seeks to answer the following research questions:
What are the main challenges faced by teachers and students in the teaching and learning of Integrated Science?
Which teaching strategies are most effective in enhancing students’ understanding and interest in Integrated Science?
How do modern instructional materials and technology impact the teaching and learning of Integrated Science?
What is the role of practical activities and laboratory experiences in improving student engagement and performance?
What types of professional development programs are needed to support Integrated Science teachers?
1.5 Significance of the Study
This study is significant for several reasons:
Educational Improvement: It provides insights into effective strategies that can improve the quality of Integrated Science education in secondary schools.
Teacher Support: The findings can inform the development of professional development programs that enhance teachers’ instructional skills and knowledge.
Policy Development: The study’s recommendations can guide policymakers in creating supportive policies and allocating resources for Integrated Science education.
Student Engagement: By identifying strategies that enhance student engagement and performance, the study contributes to fostering a positive attitude towards science education.
Future Research: The study identifies areas for further research, contributing to the ongoing discourse on science education improvement.
1.6 Scope and Limitations
Scope
The study focuses on secondary schools and explores strategies to enhance the teaching and learning of Integrated Science. It includes an analysis of current challenges, effective teaching methods, the use of modern instructional materials and technology, the role of practical activities, and the need for professional development for teachers.
Limitations
Geographical Focus: The study is limited to secondary schools in a specific region, which may affect the generalizability of the findings to other regions with different educational contexts.
Resource Availability: The implementation of recommended strategies may be constrained by the availability of resources and funding.
Teacher Participation: The success of the study’s recommendations depends on the willingness and ability of teachers to adopt new strategies and participate in professional development programs.
1.7 Definition of Key Terms
Integrated Science: A subject that combines elements of biology, chemistry, physics, and earth sciences to provide a comprehensive understanding of scientific principles.
Teaching Strategies: Methods and approaches used by teachers to facilitate learning and improve student outcomes.
Instructional Materials: Resources used in teaching, including textbooks, digital content, laboratory equipment, and other educational tools.
Professional Development: Programs and activities designed to enhance teachers’ knowledge, skills, and instructional practices.
Practical Activities: Hands-on experiences and experiments that allow students to apply scientific concepts in a real-world context.
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(2) Email Address
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OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
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Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
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OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
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THE IMPORTANCE OF INTEGRATED SCIENCE STUDY OF SECONDARY SCHOOL STUDENTS IN TEACHING AND LEARNING
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
In the old education system of 6-5-4 integrated science was a compulsory course in the first two years of secondary education. The course content/curriculum was developed by STAN committee for proper co-ordination of this committees activities, a director was appointed for the Nigerian integrated science text and work books.
In the next 6-3-3-4 system, secondary education was a two-tier three year junior and senior classes integrated science was equally made one of the core subjects in the junior secondary school by the policy. As a result of this the Nigerian Integrated Science project (NISP) had to be junior secondary classes. This was successfully done and by 1985. The pupils text and work books for the three junior classes were published (Ikeobi, 1988).
STAN had a great objective for embarking on this project for instance. It is believed that integrated science will among other thing, sharping the student power of independent observation and investigation also it will enable the students to acquire the basic science concepts and experience which help in preparing them for future specialization in science based- corpses.
Integrated science places emphasis on the process approach to teaching and learning so as to enable the student acquire basic skills of observing, manipulating classifying. If it is possible integrates science lesson/class are not expected to be classroom chalk-board and talk clarification, enter education approach problem solving concept mapping, Human material and natural resources, using stimulation, games because it is a subject that is designed to involve student in the acquisition of a series of process skills.
As Ohuche (1978) put it “According to the result of investigations and research findings embarked upon by many educational researchers among other things showed beyond reasonable doubt that drawbacks or failure of many students is caused by ineffective handling of the teaching on the part of the secondary schools teachers”.
This fact is attributed to non-challant attitudes of teachers to the usage of appropriate method of teaching that suit the age, maturity, ability and environment condition of the pupils such as play way method, questioning method, ability grouping method e.t.c. and the use of adequate and appropriate instructional aids is accompany the above mentioned strategy of teaching such aids includes real object, visual audio and visual which can be termed as a teaching device used to accompany chalk and talk method so as to make the teaching and learning more effective and understandable.
However, due to its importance in teaching and learning process it can be regarded as the pivot on which the rotates, since it helps in exposing various abstract ideas in integration science to real life situation. Thus enhancing students memory and understanding.
1.2 STATEMENT OF THE PROBLEM
This project is interested in finding solutions to the problem of method of teaching integrated science in junior secondary school. More specifically, the project wants to find answers to the following questions:
i. The reason while students fail integrated science
ii. Should integrated science have their own laboratory or depend on other laboratory like Biology laboratory?
1.3 PURPOSE OF THE STUDY
This project attempts to find out the method used in teaching integrated science and to investigate some of the problems associated with the teaching of integrated science in Junior secondary school in Odeda Local Government Area of Abeokuta.
1.4 SIGNIFICANCE OF THE STUDY
The significance of the study is to enlighten teacher in Junior Secondary School on how to use appropriate method of teaching how to manage his/her classroom, in order to enhance effective teaching.
The researcher is to make a study into the causes and likely solution to the problems. Therefore, the study will be of good value to the researcher and teacher in the sense that it would enable the researcher to know the appropriate method to use in teaching science student.
The result of the study could be used to inform the government of the situation of integrated science educational approach in secondary school and what government can do to improve the situation.
1.5 RESEARCH QUESTION
This study is guided by the following research question:
i. What methods of teaching are adopted by integrated science
ii. How adequate are available instructional materials?
iii. How adequate is the time allotted to the teaching of integrated science
iv. How equipped are integrated science laboratory?
v. How qualified are the available integrated science teachers.
1.6 SCOPE OF THE STUDY/LIMITATION
Due to financial constraints and the fact that the result of this project is to be submitted within a limited time, the writer has decided to limit the study to area of the study i.e. in Odeda Local Government Area of Ogun state.
In Odeda Local Government of Ogun State there are many secondary schools in this area out of which the researcher will select five and random for this study.
1.7 DEFINITION OF TERMS
At this junction it is necessary to clarify what some used terms in this study means:
1) INTEGRATED: It means combine into a whole
2) SCIENCE: It is a branch of knowledge involving systematized observation and experiment.
3) METHODS OF TEACHING: is a ways adopted to improve effective teaching and learning process.
4) TEACHING: It is an important activity in the educative process or impact information or skill to a person.
5) LEARNING: It can generally define as a relatively permanent change in behaviour which is as a result of experience or is reinforced by practice.
6) TEACHING AIDS: This is considered as any device piece of equipment, graphic representation, sound reproduction or illustration that helps the student to learn thus making teaching and learning more meaningful and effective.
7) PROJECT: A planned of work that is designed to find information about something to produce something new or to improve something.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 09070569307, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
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: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
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THE EXTENT OF USE OF INSTRUCTIONAL MATERIALS FOR EFFECTIVE TEACHING-LEARNING OF INTEGRATED SCIENCE IN JUNIOR SECONDARY SCHOOL
TABLE OF CONTENT
Chapter One
1.1 Background of the study
1.2 agricultural science of Instructional materials
1.3 Statement of the problem
1.4 Purpose of the study
1.5 Significance of the study
1.6 Scope of the study
1.7 Limitations of the study
Chapter Two
Literature Review
Chapter three
3.1 Research Design
3.2 Sample area or scope of the study
3.3 Sample subject
3.4 Sample techniques
3.5 Validity and Reliability
3.6 Administration of the instrument
3.7 Method of data analysis
Chapter Four
4.1 Analysis of data interpretation and discussion
Chapter Five
5.1 Summary
5.2 Recommendations
5.3 Conclusion
Bibliography
Questionnaires
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The project discusses how secondary school teachers can enhance their classroom performance through the identification and effective utilization of appropriate instructional materials . The ability of the teacher to educate does not depend only on the possession of the relevant knowledge at a given time but the use of good instructional materials appropriate to the needs of t he students. The idea of using instructional materials to enhance teaching and learning is not new, as Greek geometers draw diagrams on sand, Jesus Christ used parable which were story illustration that helped his listeners to understand his message (Obujes Obudu Journal of Education Studies Vol. No 1 July 1992).
Instructional materials can be seen as those materials, which aids the teacher in teaching his/her lesson in the class. Instructional materials of curriculum materials were succinctly defined by Oyejemezi (1981) as all the available materials, which appeal to all the sense and feeling and aid learning. Instructional materials are tools ranging from most elementary and home made device to highly complex machines designed to help teachers cope with specific teaching needs and proffer solutions to them for a teacher to administer instructional materials in teaching, there must be the presence of students who are ready to learn.
The use of instructional materials is very essential and school lacking the necessary materials, for teaching, do not reasonably achieve its objective. What the effectiveness of teaching possible is not only the quality of teacher but also equipment and materials that will aid the teacher and students performance. Some instructional materials can be drawn and module by the students, hence it promotes fast learning. Studies on teacher education and use of instructional materials have been out and reported by several investigators including those of Lynne (1982) Agun and Okunrotifa (1977), Agun (1999) and Agun (1986) pointed out the need for development of skills by teachers undergoing their training so that they could be able to use a wide variety of instructional materials sufficiently well.
Learning aids are instructional materials and devices through which teaching and learning are done in school examples of learning aids include visual aids, audio-visual aids, real objects and many others. The visual aids are designed materials that may be locally made or commercially produced. They come in form of wall chart, illustrated pictures, pictorial materials and other two dimensional objects. It is interesting to note that a large percentage of trained teachers and those undergoing professional training course can teach with some of the learning aids they do so consciously because they known that the use have positive effect on learning out comes as their cognate experience during teaching practice supervision reveals.
Some investigators claim that whenever they taught with some of the learning aids their students gets more stimulated because the learning aids help them (students) to become more attentive. In addition, students positive attitude generate more interest for the lesson they teach as a result students participate better in class activity.
HISTORICAL BACKGROUND OF EGOR LOCAL GOVERNMENT
Egor Local Government was formerly a part of Oredo Local Government until 1996 when it was carried out by the Sanni Abacha Administration. It has its head quarters at Uselu. The communities in Egor include Uselu, Egor, Uwelu, Ugbowo, Iguosa, Osakwe, Egor and Ogunwenyi.
Tourism attractions include the university of Benin and its Teaching Hospitals, Grown Status, Bronze, Brass work and Terro Coffees.
Natural resources/Industrial Raw Materials include Cassava, Yam, Pepper, Tomatoes, Vegetables, Pineapple, rubber, Clary, Kaolin and Timber.
The infrastructure in the local government include electricity good network of roads, potable water, telephone and other tele communications facilities.
Health services are provided by public and primary health centres public and private hospital clinics and maternity homes. The university of Benin Teaching Hospital, the best. In the state is located in the local government.
The local government has one of the highest concentrations of educational institution in Edo State. Public and private institutions of learning abound in the local government. The university of Benin, a federal university, the first in Nigeria is located in the Local Government Area.
1.2 agricultural science OF INSTRUCTIONAL MATERIALS
Much of the foundation of the field of instructional design was laid in World War II, when the US military faced the need to rapidly train large number of people to perform complex technical task, from fieldstripping a carbine to navigating across the ocean to building a bomber. After the (World War II) the success of the wartime training model was replicated in business and industrial training and to a lesson extent in the secondary classroom. Benjamin Bloom (1955) published an influential taxonomy of what he termed the three domains of learning. Cognitive (what we know or think), Psychomotor (what we do, physically) and Affective (What we feel, or what attitude we have). This taxonomy still influences the design of instructional materials .
Instructional materials as defined in education code section 60010(L) provide instruction designed to ensure that students master all the agricultural science contents standards for the installed grade level.
1.3 STATEMENT OF THE PROBLEM
The researcher intends to examine the following areas:
1. Importance of instructional materials to the academic.
2. Performance of secondary school students
3. Identification and selection of appropriate instructional materials .
4. Guidelines for effective use of instructional materials .
1.4 PURPOSE OF THE STUDY
For the purpose of this study, the researcher will
1. Analyze the needs or importance of teaching aids/instructional materials in the teaching learning process.
2. Find out if the schools are properly equipped with various instructional materials .
3. Find out if the teacher uses available teaching aids/instructional materials when teaching their subjects.
1.5 SIGNIFICANCE OF THE STUDY
This study is significant because it will enable teachers to realize and appreciate the importance of instructional materials and guide them in the selection of appropriate and suitable materials for effective teaching/learning process.
It is also aimed at helping the teachers to know that instructional materials stimulates children’s interest in learning and helps them to recollect what they have been taught.
1.6 SCOPE OF THE STUDY
This study will be carried out in six secondary schools in Egor Local Government area of Edo State which have been selected randomly those are:
1. Uselu Secondary School
2. Use Secondary School
3. Egor Secondary School
4. Uwelu Secondary School
5. Evbareke Secondary School
6. Federal Grils College
7. Adolor Secondary Schools.
8. Iyoba Girls College.
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ELEMENTS OF CONTEMPORARY INTEGRATED SCIENCE CURRICULUM: IMPACTS ON SCIENCE EDUCATION
ABSTRACT
This paper acknowledged the vital roles played by integration of ideas and established the progress brought about when science is taught as a unified whole through knowledge integration which birthed integrated science as a subject in Nigerian school curriculum. The efforts of interest groups at regional, national and international level to overhaul African school curriculum after the colonial era were highlighted. The six (6) elements of integrated science as a subject were discussed and the three (3) elements of integrated Science curriculum were outlined. The relationship between the various elements is summarized diagrammatically. The effects of integrated science curriculum on science education are presented in a tabular form. The findings of the research are that integrated science curriculum content is dense as it is over – loaded with concepts as a result of knowledge integration; hence majority of the students avoid taking or offering science subjects. Sequel to this, it was recommended that integrated science curriculum be reviewed so as to remove overlapping or repeated concepts. So also, more emphasis should be laid on practical applications of concepts while less emphasis is laid on rote memorization.
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
OR you drop them on our WhatsApp, 08137701720
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: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
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