THE IMPACT OF EFFECTIVE PLANNING ON TEACHING AND CURRICULUM DEVELOPMENT ON TEACHING AND LEARNING OF INTEGRATED SCIENCE
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THE IMPACT
OF EFFECTIVE PLANNING ON TEACHING AND CURRICULUM DEVELOPMENT ON TEACHING AND
LEARNING OF INTEGRATED SCIENCE
CHAPTER ONE
INTRODUCTION
1.1
Background of the Study
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’s 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’s tertiary 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.
1.2 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’s 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.
Disturbed by
this trend, the subject matter of this research: the impact of effective
planning and curriculum development on teaching and learning of integrated
science in secondary school becomes an empirical problem worthy of
investigation. As such the researcher seeks to find out if the integrated
science curriculum is effectively planned to enhance effective teaching and
learning of integrated science from JSS I to JSS III in sequential order of
simple to complex topics.
1.3 Objectives of the Study
The overall
objective of this study is to determine the impact of effective planning and
curriculum development on teaching and learning of integrated science in
secondary schools. To this end, the study seeks to accomplish the following
specific objectives:
i) To
determine the effect of planning on teaching and learning of integrated science
in secondary school.
ii) To
examine the effect of National Integrated Science Curriculum on teaching and
learning in secondary schools.
iii) To
identify the problems militating against the teaching and learning of
integrated science in secondary schools.
iv) To
proffer workable solutions to the identified problems.
1.4 Significance of Study
The study
will add to the body of knowledge that already exists on the impact of
effective planning and curriculum development on teaching and learning of
integrated science in secondary schools. The study can also be used as a basis
for further academic research on the topic.
The study
will provide insight to school management as well as education planner and
policy makers on what need to be done to enhance effective teaching and
learning of integrated science in secondary schools and also to provide a basis
on which future planning can be guided.
1.5 Research Questions
This study
is guided by the following research questions:
i) What is
the effect of planning on teaching and learning of integrated science in
secondary schools?
ii) How does
the National integrated science curriculum affect the teaching and learning of
integrated science in secondary schools?
iii) What
are the problems militating against the teaching and learning of integrated
science in secondary schools?
1.6 Scope of the Study
The study
covers an empirical examination of the impact of effective planning curriculum
development on teaching and learning of integrated science in secondary
schools. To this end, the study will include the examination of the effect of
planning on teaching and learning as well as the effect of Nigerian integrated
science in secondary school.
The study
will equally cover the investigation of the methods used in teaching integrated
science as well as the problems militating against integrated science in
secondary school. The collection of empirical data would be restricted to
Government Day Junior secondary School, Kaduna. The study will cover a time
from 2010 to 2011.
1.7 Limitation of the Study
This study
is limited to Government Junior Secondary School, Sabon Tasha, Kaduna. For the
fact that the study is restricted to this school, it will be difficult to
generalize the finding to other secondary schools.
For the fact
that a survey method was used as a research design as well as Questionnaire as
the instrument, it is not really certain if the same results could be achieved
if other designs and instrument can yield the same results. Besides, another
limitation is that the respondents could have either over exaggerated or
understated their responses while scoring the items in the questionnaire. Also
the non-chalant attitude of some of the respondents could affect the validity of
their responses to the questionnaire. These limitations should be taken
cognizance of by other researchers conducting similar studies.
1.8 Operational Definition of Terms
Planning:
The process of setting objectives and the means of attain educational goals in
integrated science.
Curriculum:
Sequence of teaching and learning in form of plans and intentions.
Lesson Plan:
Setting specific objective in order to effectively teach what is in a scheme of
work.
Policy:
Framework formulated in order to actualize educational attainment in a state.
Forecast:
Project into future goal attainment in school.
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