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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learning of Integrated Science face numerous challenges, such as lack of resources, insufficient teacher training, and outdated instructional methods.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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