AVAILABILITY OF TEACHERS AND LABORATORY FACILITIES FOR EFFECTIVE TEACHING AND LEARNING OF INTEGRATED SCIENCE IN JUNIOR SECONDARY SCHOOL IN ENUGU NORTH (A CASE STUDY OF ENUGU NORTH LOCAL GOVERNMENT AREA)

AVAILABILITY OF TEACHERS AND LABORATORY FACILITIES FOR EFFECTIVE TEACHING AND LEARNING OF INTEGRATED SCIENCE IN JUNIOR SECONDARY SCHOOL IN ENUGU NORTH (A CASE STUDY OF ENUGU NORTH LOCAL GOVERNMENT AREA)

ABSTRACT

This project work is design to investigate the availability of teachers and laboratory facilities for effective teaching and learning of integrated science in junior secondary school in Enugu North (a case study of Enugu North local government area). A total of one hundred (100) copies of questionnaire were distributed to one hundred (100) sampled students from five (5) different schools to elicit their responses. The instrument used in the study was questionnaire, the Chi-Square statistics was used to analyze the data collected from respondents. The findings include the following; it is evident there is a significant relationship between teachers’ qualification/experience and students’ performance in Integrated Science, it is evident there is a significant relationship between laboratory facilities and the effective teaching and learning of Integrated Science, it is evident there is a significant relationship between teachers’ method of teaching Integrated Science and students’ performance. Moreover, in all findings; the table shows that there are relationships in all. Based on these findings, recommendations were made.

 

CHAPTER ONE

INTRODUCTION

Background to the Study

Integrated science is a new way of studying science, according to Omiko (2012) and Anaekwe et al (2010), Integrated Science was introduced into this country Nigeria a few decades ago. It started with few schools, and now all the junior secondary schools in the country have adopted it. According to the National Policy on Education (FRN, 2004) the aims of Integrated Science (Formerly Integrated Science) should be directed at enabling students who are exposed in it, to acquire the following skills:

1. Observe carefully and thoroughly
2. Report completely and accurately what is observed.
3. Organise information acquired
4. Generalizing on the basis of the acquired information
5. Predicting as a result of the generalization
6. Designing experiments (including control where necessary) to check predictions.
7. Using models to explain phenomena where appropriate; and
8. Continuing the process of inquiry when new data do not conform to predictions.

To achieve these objectives, it is suggested that the teaching and learning of Integrated Science should involve the use of innovative methods of teaching like discovery, problem-solving, open-ended field trips and laboratory methods and among others. Omebe and Omiko (2015) observed that these suggested methods of teaching Integrated Science have been utilized for several years by the integrated science teachers and yet the results of the students in the Junior Secondary School Certificate Examination (JSSCE) has not been encouraging. This status may be attributed to lack of trained teachers, lack of proper teaching materials, absence of conducive teaching and learning environment, inadequate evaluation or probably, inadequate teaching methods.

Idoko (2008) revealed that unprofessional and inexperienced Integrated Science teachers using inappropriate teaching methods in conveying practical skills to students are responsible for lack of interest and poor performance of students in Integrated Science practical. This indicates that teacher qualification and nature of skills in conveying practical skills among the factors affecting performance of students in Integrated Science.

Instructional materials are essential and significant tools needed for teaching and learning of Integrated Science to promote teacher’s efficiency and improve students’ performance in Integrated Science. Instructional materials make learning more interesting, practical, realistic and appealing. They also enable both the teachers and students participate actively and effectively in lesson sessions. Ibeneme (2000) defined teaching aids as those materials used for practical demonstration in the classroom situation by students and teachers.

Ijaiya (2001) opined that the quality of education being provided for the Nigerian child has become of concern and lamented on the rot in the educational system. Also, Adeyemi and Igbenewaka (2001) observed that mismatch between growing enrolment and provision of facilities especially in respect of seats for students leads to overcrowding. He added that overcrowding creates undue stress on available space and results in the creation of rowdy behaviours, hanging outside the classrooms, and absence from activities around school premises. All these have negative effects on teaching and learning process.

However, this study will assess the effect of teachers’ qualification and instructional materials on Integrated Science students’ academic performance in Enugu North LGA of Enugu State.

Statement of the Problem

Okolie, Elom and Inyiagu (2014), observed that poor performance of students in Integrated Science has been so high in many Nigerian public schools in the recent years due to the unavailability of qualified Integrated Science teachers. If this is not checkmated, our Science and Technology related subject graduates from the post-primary schools may not be employable and those who may further in their University Education may experience difficulties because of their background. Consequently, our educational system will not attain its objective of producing qualified and competent product in science education.

The problem which this study intends to solve: what then is the effect of teachers’ qualification and instructional materials on Integrated Science students’ academic performance in Enugu North LGA of Enugu State?

Purpose of the Study

The importance of this study is that it will help to identify the availability of teachers and laboratory facilities for effective teaching and learning of Integrated Science in Junior Secondary Schools. It will also analyze critically some factors that affect individual performance of students in the selected schools.

Finally, the researcher proffers solution for those that will read and implement the work.

 

Research Questions

The following research questions have been raised to guide the study;

1. Is there any relationship between teachers’ qualification/experience and students’ performance in Integrated Science?
2. Is there any relationship between laboratory facilities and the effective teaching and learning of Integrated Science?
3. Is there a relationship between teacher’s method of teaching Integrated Science and students’ performance?

Aims and Objectives of the study

The primary objective of this study is to examine the availability of teachers and laboratory facilities for effective teaching and learning of integrated science in junior secondary school in Enugu North (a case study of Enugu North local government area)

1. To investigate the relationship between teachers’ qualification/experience and students’ performance in Integrated Science.
2. To find out the relationship between laboratory facilities and the effective teaching and learning of Integrated Science.
3. To ascertain the relationship between teacher’s style of teaching Integrated Science and students’ performance.

 

Research Hypotheses

1. There is no significant relationship between teachers’ qualification/experience and students’ performance in Integrated Science.
2. There is no significant relationship between laboratory facilities and the effective teaching and learning of Integrated Science.
3. There is no significant relationship between teachers’ teaching method and students’ performance in Integrated Science.

 

Significance of the Study

The importance of this study is that it will help to identify teacher characteristics and availability of laboratory facilities for effective teaching and learning of Integrated Science in Enugu North Local Government Area of Enugu State. This study would also help to provide some information for curriculum designers and classroom teachers in order to utilize facilities provided for them and other relevant approaches to enhance meaningful learning of Integrated Science by students. Thus, the knowledge of students’ cognitive style and attitude would be very useful in both academic and career enhancement. The finding from this study is expected to serve as guides for the educated policy makers towards ensuring that adequate educational facilities are provided in Enugu state.

Limitation of the Study

The researcher faced some challenges during the period of the research.

• Finance: This was a major problem to the researcher because of the size of the local Government Area the research is being conducted.
• Difficulties in finding materials for this project work.
• The largeness and size of the research area.

 

Scope/Delimitation

This research work concentrated mainly on Enugu North Local Government Area in our case study. We also selected some few schools where we conducted most of our interview and shared our questions.

Enugu North Local Government Area is one of the 17 Local Government Areas in Enugu State. Administratively, Enugu State is divided into 17 Local Government Areas. But politically, they are three zones in the local Government, namely: Enugu North, Enugu South and Enugu West. The highly cosmopolitan nature of Enugu State is a major boast to high presence of many academic institutions both private and public, and is all categorized into primary, Junior and Senior Secondary and Tertiary levels of education.

This however does not mean that these academic places are out of the loop in terms of academic infrastructure, especially the laboratory facilities

AVAILABILITY OF TEACHERS AND LABORATORY FACILITIES FOR EFFECTIVE TEACHING AND LEARNING OF INTEGRATED SCIENCE IN JUNIOR SECONDARY SCHOOL IN ENUGU NORTH (A CASE STUDY OF ENUGU NORTH LOCAL GOVERNMENT AREA)

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