THE IMPACT OF PLANNING ON TEACHING AND CURRICULUM DEVELOPMENT OF TEACHING AND LEARNING INTERGRATED SCIENCE IN JUNIOR SECONDARY SCHOOLS IN NIGERIA
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THE IMPACT
OF PLANNING ON TEACHING AND CURRICULUM DEVELOPMENT OF TEACHING AND LEARNING
INTERGRATED SCIENCE IN JUNIOR SECONDARY SCHOOLS IN NIGERIA
INTRODUCTION
Nigerian
Educational System has gone through various developments and changes viz-a-viz
curriculum issues. The dynamic nature of the curriculum process informs the
concept of effective planning of integrated science curriculum in secondary
schools.
This is so
because science education plays a vital role in the lives of individuals and
the development of a nation scientifically and technologically (Aleboisu and
Ifamuyiwa, 2008). It is widely and generally acknowledged that the gateway to
the survival of a nation scientifically and technologically is scientific
literacy which can only be achieved through science education. This starts from
giving students a good foundation in integrated science from junior secondary
level.
But
government in this direction can not be said to have yielded much fruits given
the dwindling nature of student performance in integrated science in junior
secondary school and the low rate of students offering science in senior
secondary school as well as their performance in core science subjects.
Disturbed by
this ugly development, researchers in the field of science education in Nigeria
embarked on series of studies to find the logic behind this ugly development.
They found that the problem stemmed from the first form of science a child
comes across at the junior secondary school level that is integrated science.
Integrated science provide students sound basis for further science education
study, hence a child that is not well grounded in integrated science at this
level would not show interest in offering core science subject (Biology,
Chemistry and Physics) at Senior Secondary Schol level which are pre-requisites
for studying science oriented courses at the Nation Certiary institutions.
They also
found that lack of qualified teachers, lack of practical work as well as lack
of equipments and facilities for teaching, insufficient allotment of time for
integrated science on the school time table and poor methods of teaching are
the major factors militating against the successive implementation of the core
curriculum in integrated science (Ajuwape and Olatoye, 2004).
It is
against this background that the researcher seeks to investigate the subject
matter of this research: The impact of effective planning and curriculum
development on teaching and learning of integrated science in secondary school.
Statement of
Problem
Integrated
Science have been taught in Junior Secondary Schools since 1972 in order to
inculcate science knowledge and encourage students to offer science subjects in
Senior Secondary School (Ifamuyiwa, 2008).
But inspite
of this, government effort cannot be said to have yielded much fruits given the
dwindling nature of students performance in integrated science which has a
negative effect on the future performance of those offering core science and
consequently poor performance inc ore subjects in WAEC and NECO examination
which are prerequisites for studying in the Nation tertiary institutions. This
has been attributed to myriad of problems ranging from lack of qualified
teachers, lack of equipments and facilities for teaching, lack of practical
works, insufficient allotment of time for integrated science on the school time
table and poor teaching methods.
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