SOME FACTORS INFLUENCING THE TEACHING AND LEARNING OF INTEGRATED SCIENCE: A CASE STUDY IN ZARIA LOCAL GOVERNMENT

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Date
1989
Authors
ADESIYUN, DEBORAH IBIYEMI
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Abstract
Integrated Science has been in the Nigerian postprimary institutions of learning for almost two decades now. In the new policy on education, integrated science is mandatory for the junior secondary school years, and the Federal Ministry of Education has produced a National Integrated Science Core-Curriculum. Both the policy and the national curriculum have assumed that: (i) there are sufficient numbers of teachers trained to teach the integrated science course, (ii) the course lays good foundation for the separate sciences of the senior secondary school, (iii) for those students who do not go on to further science course, the integrated science course is expected to provide good scientific literacy, (iv) the texts, equipment and other instructional materials required are available to the schools - and so to the teachers and students. vi ABSTRACT v i i This study investigated some factors that are in control of integrated science teaching and learning in the secondary schools. The results snow that some of these factors are: (a) teachers' training background in the basic sciences, (b) number of periods allocated to integrated science on the school time table, (c) instructional methodologies of the teachers, (d) laboratory equipment for integrated science teaching and (e) availability of integrated science texts to teachers and students. The results of this study show that majority of the teachers do not have adequate knowledge about the integrated approach of science teaching because they are deficient in one science discipline or the other. It seems clear that the bulk of the solution to the factors affecting integrated science teaching lies in good teacher training, be it at the pre-service or the in-service stage. viii The results also show that students are not learning integrated science by experimentation since most of the integrated science lessons are oi' the theory format. A severe lack of equipment, material, or even laboratory have been blamed for this state of affairs. An improved and deliberate teacher training programme will take care of most of what, at present, constitute problems in the teaching of integrated science. Government ministries of education and university education faculties jointly should seek some solution such as through lectures, seminars and workshops for science teachers. The objectives of such should be to provide a fuller understanding of the implications, and the appreciation of the advantages of integrated science as well as the effective special teaching approach demanded by the subject.
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A thesis submitted to the postgraduate school in partial fulfillment of master in education. Ahmadu Bello University Zaria.
Keywords
FACTORS, INFLUENCING, TEACHING, LEARNING, INTEGRATED, SCIENCE
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