ABSTRACT

Education is an important aspect of economic development. The social, economic and political needs of the citizens in a country may be met through the curriculum, however curriculum face challenges in its implementation. The study was carried out to identify the challenges facing the implementation of integrated science curriculum in public day secondary schools in Ankpa LGA, Kogi state, Nigeria. The purpose and objectives of the study was to investigate the administrative challenges faced by head teachers, challenges faced by teachers and students in the implementation of integrated science. The study employed the Havelock‟s (1969), Research Development and Diffusion Model. This is an approach where a curriculum innovation is based on research findings and recommendations. The study adopted a descriptive survey design utilizing both quantitative and qualitative techniques. Target Population comprised of 22 principals, 22 integrated science teachers, 440 form three integrated science students and 22 heads of department in technical subjects. The total population for the study was 506.The schools were stratified according to education zones, and then stratified random sampling using the lottery technique was used to get the 6 schools that were studied, representing 27% of the target population. The sample comprised of 6 principals, 6 H.O.Ds, 6 teachers and 30 integrated science students making a sample of 48 participants. Data was collected using interviews for head teachers and questionnaires for the H.O.Ds, teachers and students. Reliability and validity of the research instruments were determined through a pilot study. Qualitative data was analyzed using content analysis technique, while quantitive data was analyzed using descriptive statistics which include mean, median and mode and presented in frequency distribution tables and percentages. The study found out that there is inadequate teaching and learning resources such as integrated science textbooks, absence by integrated science teachers is wanting, there isn‟t specific classrooms designated for integrated science, the schemes of work and lesson plans are not adequately prepared, KNEC and KICD syllabus are not in harmony, large form ones and form two integrated science classes, time allocated to teach integrated science is not adequate, abstract and wide integrated science content and difficult language in the integrated science text books. The study concluded that implementation integrated science is facing many challenges which include the following :time allocated for teaching integrated science is not enough and should be increased with one lesson to enable the completion of the syllabus on time, there is inadequate teaching/learning resources, inadequate physical facilities, schemes of work are not prepared on time and syllabuses are not in harmony, large form ones and two classes, integrated science is wide and abstract. integrated science syllabus is not completed on time. integrated science should be reviewed especially the accounting part. The government should employ more integrated science teachers. The integrated science book publishers should simplify the language in textbooks for easy understanding by the students.

 

 

CHAPTER ONE

 INTRODUCTION

1.1 BACKGROUND OF STUDY

The growth of science in Nigeria and the world at large is on a very high speed; one can define science as an intellectual activity carried on by humans that is designed to discover information about the natural world in which humans live and to discover the ways in which this information can be organized into meaningful patterns.

A primary aim of science is to collect facts (data), an ultimate purpose of science is too discern the order that exists between and amongst the various facts.

Ezendu (2002) defined Science is a body of knowledge, which is acquired through observation and systematic experimentation.

Ogbonna B. B. (2000) defined science as complex human activities, which culminate in the production of a body of universal statement, which serve explain the observable behaviour of universe or part of it and which is in them, have predictive characteristics. The Columbia encyclopaedia (1963) defined science as an accumulated and systematized learning in general usage restricted to natural phenomenon.

According to Dr. Sheldon  Gottlieb in a lecture series at the university of south Alabama defined science as a  consists simply of the formulation and testing of hypotheses based on observational evidence, experiments are important where applicable but their function is merely to simplify observation by imposing controlled conditions.

Khabela (1975) in Bajah (1978) defined Integrated Science as an approach to the teaching of science, of which concepts and principles are presented so as to express to fundamental unity of scientific thought and avoid premature or undue stress on the distinction between the various scientific fields. Also stressing the unified nature of science, Cohen (1977) had this to say.  Integrated Science course eliminates the repetition of subject matter from the various sciences and does not recognize the traditional subject boundaries when presenting topics of themes.

Integrated Science came in Nigeria in 1968, West Africa Examination Council (WAEC) asked (STAN) Science Teachers Association of Nigeria to review and improve syllabus.

The written workshop was done at University of Ibadan in 1970. Other workshops were held in 1971 and 1972. Then textbooks 1&2 with workbooks and teachers guide were produces and introduced into the junior secondary schools Comparative Education Study Adaptive Centre (CESAC) and Educational development overseas sponsored the workshop and the working section through the British council in Nigeria.

As the integration of these Science courses, Integrated Science which should be taught as a unified science, not just as Chemistry or Physics or Biology. Because teachers that are not integrated science inclined teach integrated science either as Physics or Chemistry or Biology.

United Nation Education Scientific and Cultural Organization (UNESCO) give material support while Nigeria limited publishers published restricted science teaching to only those in higher classes, however the period from 1968 to 1970 witnessed a series of joint effort by Science Teachers Association of Nigeria (STAN) and Comparative Education Studies and Adaptive Centre (CESAC) to redesign science to meet the need of loss science oriented. Students are to be taught in junior secondary classes, hence the introduction of “Integrated Science”.

According to Okoli (1978) stated that integrated science program evolved as a rescue operation to replace absolute and un-interesting general science courses.

Chukwuemeka (1981) states that Nigeria Integrated Science is inter-disciplinary, integration as well because Nigeria Integrated Science is an integrated of nature of science. Integrated Science materials development in Nigeria was a deliberate attempt to achieving a specific national design.

Since Integrated Science was introduced into the syllabus in 1970 with proper study, so many problems like incompetent of the teachers, lack of teaching materials, improper teaching approach and the rest of them have evolved leading to non-learning interest by the students.

The integration of these three main sciences courses and some others to bring about Integrated Science, a lot of problems arise during the process. The idea of Physics, Biology and Chemistry has been adapted respectively but to no avail, we therefore have to go into this research to find a possible solution to the many problems.

Therefore, saying that the teaching and learning of Integrated Science in junior secondary schools is very essential no doubt as it regarded as a yard stick in the development of any nation. This paper will focus on the challenges faced by integrated science teachers in the teaching and learning of integrated science in junior secondary school in Ankpa local government area of Kogi state.

1.2 STATEMENT OF PROBLEM

The educational system of Nigeria has had a new look since the inception of integrated science in the junior secondary schools; even at that most secondary schools especially the junior categories in most of the rural areas tends to have a lot of setback in their overall academic performance in most external exams. The major problem faced by integrated science teachers and the growth of integrated science in most of the junior secondary schools in ankpa local government area of Kogi state are stated as follows:

1. Lack of instructional materials
2. Poor laboratory
3. Communication problem due to high level of illiteracy in this area
4. Parent and students’ perception about integrated science

1.3 AIMS AND OBJECTIVES OF STUDY

The primary aim of the paper is to investigate on the challenges faced by integrated science teachers in teaching and learning of integrated science in junior secondary schools. The specific objectives of this paper are stated below as follows:

1. To indentify the administrative challenges faced by head teachers in the implementation of integrated science curriculum.
2. To indentify challenges faced by teachers during implementation of integrated science curriculum.

• To indentify challenges faced by students in the implementation of integrated science Curriculum.

1. To propose strategies of solving this challenges

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1.4 RESEARCH QUESTIONS

The study came up with research questions so as to ascertain the above stated objectives of the study. The research questions for the study are:

1. What are the administrative challenges faced by head teachers in the implementation of integrated science?
2. What are the challenges faced by teachers in the implementation of integrated science studies?

• What are the challenges faced by students in the implementation of integrated science studies?

 

1.5 STATEMENT OF RESEARCH HYPOTHESIS

H0: That there was language problems, that is, the science terminologies can be easily translated into local languages

1.6 SIGNIFICANCE OF STUDY

The study on the challenges faced by integrated science teachers in teaching integrated science in junior secondary school will be of immense benefit to the entire secondary schools in Ankpa L.G.A in the sense that the study will identify the challenges facing integrated science teachers in teaching integrated science in secondary school. The study will serve as a repository of information to other researchers that desire to carry out similar study on the above. The study will also contribute to the body of the existing literature on the challenges faced by integrated science teachers in teaching integrated sience in junior secondary schools.

1.7 SCOPE OF STUDY

The study on the challenges faced by integrated science teachers in teaching integrated science in junior secobdary school will be limited to secondary schools in Ankpa L.G.A

1.8 LIMITATION OF STUDY

Financial constraint- Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint- The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work

 

 

CHAPTER TWO

2.0       LITERATURE REVIEW

2.1       DEFINITION OF SCIENCE

The word Science has been put into several usage and interpretations. Thus to find a concessive and all impressive definition of it acceptable to all will be an impossibility.

 

As a matter of fact, there could be as many definitions of science as possible, depending on the individual way of perceptions, convictions, practice and method by which science does affect their lives.

 

Conan (1959) defined science as an inter connected series of conceptual schemes that developed as a result of experimentation, and observation in other words, science is not quest for knowledge.

 

However, Russell in (1931) define science as “a primary knowledge of certain kind, the kind namely which seeks general laws connecting a number of particular facts”.

Kemeny (1959) believed that science is all knowledge collected by means of scientific observation and experimentation. But Hutter (1962) defines science as the main driving force in our civilization. He also says that science affect every human activities and arts and even religion, have done change under the influence of science.

 

While all of these definitions did not agree on one simple definition of science, all a single or common characteristics between them.

 

1. All of them believe that science should be a systematical or organized body of knowledge.
2. That all points to the fact, science is a way of taking investigator took at natural occurrence or nature.

Science has undergone a lot of metamorphosis. It is as old as man himself. It has become closely linked with all aspects of facts of our social endeavour.

 

This therefore, means that any attempt to define science can only aim at emphasizing one of its various aspects. As a result, a perfect all embracing definition of science appears intrinsically impossible.

 

The only way of expressing what science means will involve the description of what is entails, its methods, its results and its far reaching effect on life of people.

 

From all we have said so far, it might suffice to say that science is the following:

1. Body of knowledge about the universe and component of this knowledge include facts, laws, hypothesis, assumptions, theories, concept and models etc that is science viewed as content or product of inquiring.
2. That science is a process of inquiry for obtaining knowledge and the element of process involved here are experimentation, measuring, inferring, collecting data and the data analysis, etc.

 

Some science educationist limits the definition of science to the above two.

 

However, some view science as human activity carried out by scientists. It is recognized that scientists possess an essential attitudes and values which enables him to conduct fruitful scientific research.

 

On the whole, science is a social institution and important agent of social change. Science is regard as part of the social process, dealing with forces that contribute to the development of the society.

 

Attitude Toward Science

Although many researchers have written about the importance of attitudes toward science. There is certainly no commonly accepted statement on either these attitudes which should be reflecting in the work of scientists or those attitudes which should be reflected in the work of scientists of those attitudes towards science which should be fostered in the community. This plurality is reflected in the variety of instruments that were designed to measure attitude toward science.

 

One of these (Schurian 1968) however, is based on a five-fold value system for the growth of science and forward by Bucher (1968).

 

1. Nationality
2. Utilitarianism
3. Universalism
4. Individualism
5. A belief of progress and set back

 

Several of these value immediately appear to be relate to the ideas of close and open mindedness.

 

Science educators and teachers of science unanimously agree on the development of attitudes as a goal for science teaching. The development of scientific attitude and development of attitude toward science.

 

According to Ramesey and Howe (1967) attitude towards science refers to the feelings opinions, beliefs in and about appreciation which individuals have formed as a result of interacting directly or indirectly with various aspects of the scientific enterprises and which exert directive influence on their behaviour, towards science and scientists (ALL PORT, 1967).

 

Developing a favourable attitude toward science and scientist is considered important for two main reasons, firstly, the attitude which an individual has influenced to a considerable degree his learning of science and his use of scientific information’s.

 

Secondly, the possession of favourable attitude toward science is an important characteristic of a scientifically literate person NASTA 1968, Wood, Pella and O ‘Hearn’ 69.

Science teaching as Huros (1968) asserts must result in scientifically literates’ citizen if it is to be effective and meet the challenging demand of change.

 

Several attempts have therefore been made to identify students’ attitudes toward science and to investigate some means by which desirable change in their attitude and could be induced and fostered (Mead and Metraix 1959 and 1957).

 

Based on the assumption that students difficulty on science are affected by teachers’ attitude, some efforts were directed toward measuring teachers’ attitude and performance toward science (Dutto and Stevens 1963) and Weinhol 1970, and investigating instructional emmans and practices by which attitude could be changed (James and Hughes 1979).

 

Most science programmes attempt to foster positive attitude in students toward science and science learning. But what are the factors influencing student’s attitude?

 

One of the factors is the social climate of learning that exist in the classroom. Research has shown that students perception of the physics classroom’s social environment, accounts for 13 – 46% the variables which may confound the relationship between the perceived learning environment and students attitude towards science the subject being taught as whether it is Biology, Chemistry, Physics, Agriculture, or Integrated Science.

 

Biology is usually, a required subject with heterogeneous population of students. While Chemistry and Physics, which are usually electives have much more homogeneous and selected populations.

 

Also a previous study completed by Lawrence (1977) indicates that the perceived classroom environment varies with the science thoughts.

 

Peck and Turner suggests in the second handbook of research in science teaching (1973) that the ultimate text of teachers effectiveness should be its consequence for students. Since the two generally accepted desirable consequences of science education are increased achievements and improvements on students attitude towards science, these outcomes could be as criteria for successful teaching.

 

There are many teachers’ characteristics that might contribute to improvement in science achievement and attitude. Five of there were selected as being most likely to be related to the student outcomes. Knowledge of subject matter and teaching method, experience, attitude towards science professional self improvement and type of learning environment created.

 

Apparently, since the two main requirements of students in teachers’ education programme are course in prospective subjective matter area and course in teaching methods. This knowledge is believed to help create better teachers.

 

Examinations on previous research suggest that length of teaching experience, teachers attitude towards science and social elimate of the classroom may be related to students outcome.

 

Anderson, 1971, Humel, 1972, Ruthma et al 1969, Taylor, 1957 and Wynn and Bledsoe, 1967 have all confirmed this.

 

Hopefully, as evidence by the new Minnesota certification requirements attempting at professional self improvement would be positively related to students learning.

 

 

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