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