PROBLEMS OF TEACHING ACCOUNTING IN NIGERIA SECONDARY SCHOOL (A CASE STUDY OF IGBO ETITI LOCAL GOVERNMENT AREA

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PROBLEMS OF TEACHING ACCOUNTING IN NIGERIA SECONDARY SCHOOL (A CASE STUDY OF IGBO ETITI LOCAL GOVERNMENT AREA

ABSTRACT

Education is an important aspect of economic development. The social, economic and political needs of the citizens in a country may be met through the curriculum, however curriculum face challenges in its implementation. The study was carried out to identify the challenges facing the implementation of integrated science curriculum in public day secondary schools in Ankpa LGA, Kogi state, Nigeria. The purpose and objectives of the study was to investigate the administrative challenges faced by head teachers, challenges faced by teachers and students in the implementation of integrated science. The study employed the Havelock‟s (1969), Research Development and Diffusion Model. This is an approach where a curriculum innovation is based on research findings and recommendations. The study adopted a descriptive survey design utilizing both quantitative and qualitative techniques. Target Population comprised of 22 principals, 22 integrated science teachers, 440 form three integrated science students and 22 heads of department in technical subjects. The total population for the study was 506.The schools were stratified according to education zones, and then stratified random sampling using the lottery technique was used to get the 6 schools that were studied, representing 27% of the target population. The sample comprised of 6 principals, 6 H.O.Ds, 6 teachers and 30 integrated science students making a sample of 48 participants. Data was collected using interviews for head teachers and questionnaires for the H.O.Ds, teachers and students. Reliability and validity of the research instruments were determined through a pilot study. Qualitative data was analyzed using content analysis technique, while quantitive data was analyzed using descriptive statistics which include mean, median and mode and presented in frequency distribution tables and percentages. The study found out that there is inadequate teaching and learning resources such as integrated science textbooks, absence by integrated science teachers is wanting, there isn‟t specific classrooms designated for integrated science, the schemes of work and lesson plans are not adequately prepared, KNEC and KICD syllabus are not in harmony, large form ones and form two integrated science classes, time allocated to teach integrated science is not adequate, abstract and wide integrated science content and difficult language in the integrated science text books. The study concluded that implementation integrated science is facing many challenges which include the following :time allocated for teaching integrated science is not enough and should be increased with one lesson to enable the completion of the syllabus on time, there is inadequate teaching/learning resources, inadequate physical facilities, schemes of work are not prepared on time and syllabuses are not in harmony, large form ones and two classes, integrated science is wide and abstract. integrated science syllabus is not completed on time. integrated science should be reviewed especially the accounting part. The government should employ more integrated science teachers. The integrated science book publishers should simplify the language in textbooks for easy understanding by the students.

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF STUDY

The growth of science in Nigeria and the world at large is on a very high speed; one can define science as an intellectual activity carried on by humans that is designed to discover information about the natural world in which humans live and to discover the ways in which this information can be organized into meaningful patterns.

A primary aim of science is to collect facts (data), an ultimate purpose of science is too discern the order that exists between and amongst the various facts.

Ezendu (2002) defined Science is a body of knowledge, which is acquired through observation and systematic experimentation.

Ogbonna B. B. (2000) defined science as complex human activities, which culminate in the production of a body of universal statement, which serve explain the observable behaviour of universe or part of it and which is in them, have predictive characteristics. The Columbia encyclopaedia (1963) defined science as an accumulated and systematized learning in general usage restricted to natural phenomenon.

According to Dr. Sheldon Gottlieb in a lecture series at the university of south Alabama defined science as a consists simply of the formulation and testing of hypotheses based on observational evidence, experiments are important where applicable but their function is merely to simplify observation by imposing controlled conditions.

Khabela (1975) in Bajah (1978) defined Integrated Science as an approach to the teaching of science, of which concepts and principles are presented so as to express to fundamental unity of scientific thought and avoid premature or undue stress on the distinction between the various scientific fields. Also stressing the unified nature of science, Cohen (1977) had this to say. Integrated Science course eliminates the repetition of subject matter from the various sciences and does not recognize the traditional subject boundaries when presenting topics of themes.

Integrated Science came in Nigeria in 1968, West Africa Examination Council (WAEC) asked (STAN) Science Teachers Association of Nigeria to review and improve syllabus.

The written workshop was done at University of Ibadan in 1970. Other workshops were held in 1971 and 1972. Then textbooks 1&2 with workbooks and teachers guide were produces and introduced into the junior secondary schools Comparative Education Study Adaptive Centre (CESAC) and Educational development overseas sponsored the workshop and the working section through the British council in Nigeria.

As the integration of these Science courses, Integrated Science which should be taught as a unified science, not just as Chemistry or Physics or Biology. Because teachers that are not integrated science inclined teach integrated science either as Physics or Chemistry or Biology.

United Nation Education Scientific and Cultural Organization (UNESCO) give material support while Nigeria limited publishers published restricted science teaching to only those in higher classes, however the period from 1968 to 1970 witnessed a series of joint effort by Science Teachers Association of Nigeria (STAN) and Comparative Education Studies and Adaptive Centre (CESAC) to redesign science to meet the need of loss science oriented. Students are to be taught in junior secondary classes, hence the introduction of “Integrated Science”.

According to Okoli (1978) stated that integrated science program evolved as a rescue operation to replace absolute and un-interesting general science courses.

Chukwuemeka (1981) states that Nigeria Integrated Science is inter-disciplinary, integration as well because Nigeria Integrated Science is an integrated of nature of science. Integrated Science materials development in Nigeria was a deliberate attempt to achieving a specific national design.

Since Integrated Science was introduced into the syllabus in 1970 with proper study, so many problems like incompetent of the teachers, lack of teaching materials, improper teaching approach and the rest of them have evolved leading to non-learning interest by the students.

The integration of these three main sciences courses and some others to bring about Integrated Science, a lot of problems arise during the process. The idea of Physics, Biology and Chemistry has been adapted respectively but to no avail, we therefore have to go into this research to find a possible solution to the many problems.

Therefore, saying that the teaching and learning of Integrated Science in junior secondary schools is very essential no doubt as it regarded as a yard stick in the development of any nation. This paper will focus on the challenges faced by integrated science teachers in the teaching and learning of integrated science in junior secondary school in Ankpa local government area of Kogi state.

1.2 STATEMENT OF PROBLEM

The educational system of Nigeria has had a new look since the inception of integrated science in the junior secondary schools; even at that most secondary schools especially the junior categories in most of the rural areas tends to have a lot of setback in their overall academic performance in most external exams. The major problem faced by integrated science teachers and the growth of integrated science in most of the junior secondary schools in ankpa local government area of Kogi state are stated as follows:

Lack of instructional materials

Poor laboratory

Communication problem due to high level of illiteracy in this area

Parent and students’ perception about integrated science

1.3 AIMS AND OBJECTIVES OF STUDY

The primary aim of the paper is to investigate on the challenges faced by integrated science teachers in teaching and learning of integrated science in junior secondary schools. The specific objectives of this paper are stated below as follows:

To indentify the administrative challenges faced by head teachers in the implementation of integrated science curriculum.

To indentify challenges faced by teachers during implementation of integrated science curriculum.

To indentify challenges faced by students in the implementation of integrated science Curriculum.

To propose strategies of solving this challenges

1.4 RESEARCH QUESTIONS

The study came up with research questions so as to ascertain the above stated objectives of the study. The research questions for the study are:

What are the administrative challenges faced by head teachers in the implementation of integrated science?

What are the challenges faced by teachers in the implementation of integrated science studies?

What are the challenges faced by students in the implementation of integrated science studies?

1.5 STATEMENT OF RESEARCH HYPOTHESIS

H0: That there was language problems, that is, the science terminologies can be easily translated into local languages

1.6 SIGNIFICANCE OF STUDY

The study on the challenges faced by integrated science teachers in teaching integrated science in junior secondary school will be of immense benefit to the entire secondary schools in Ankpa L.G.A in the sense that the study will identify the challenges facing integrated science teachers in teaching integrated science in secondary school. The study will serve as a repository of information to other researchers that desire to carry out similar study on the above. The study will also contribute to the body of the existing literature on the challenges faced by integrated science teachers in teaching integrated sience in junior secondary schools.

1.7 SCOPE OF STUDY

The study on the challenges faced by integrated science teachers in teaching integrated science in junior secobdary school will be limited to secondary schools in Ankpa L.G.A

1.8 LIMITATION OF STUDY

Financial constraint- Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint- The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work

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