THE TEACHING OF INTEGRATED SCIENCE (ITS) IN THE PRIMARY SCHOOLS, PROBLEMS AND PROSPECTS


THE TEACHING OF INTEGRATED SCIENCE (ITS) IN THE PRIMARY SCHOOLS, PROBLEMS AND PROSPECTS

ABSTRACT

The research topic on: “The Teaching of Primary science (PR. SC) (also know as Integrated Science (ITS) in the junior secondary Schools ITS)in the primary schools, Problems, and Prospects: A Case Study of Some Selected Primary School in Igabi Local Government Area of Kaduna State”. The objective/purpose is to determine how the teaching of Integrated Science has featured in the school curriculum as the case may be. Some literature review was made in the area of teaching science on the topic. Questionnaires were distributed and collected from respondents, the data and information collected were analyzed. Findings from the research showed that:

1.    The teachers should identify the prescribed strategy of teaching integrated science; couple with the use of adequate teaching aids, inquiry experimentation, field trips, and so on.

2.    The major problem inhibiting the effective teaching of integrated science is inadequately trained teachers in the field. Therefore, there is a need for urgent attention for training and retraining for teachers in Integrated Science i.e. through seminars and workshops and in-service training.

3.    The Integrated Science as a subject is included in the curriculum as a core subject in all the schools sampled (prospects)

TABLE OF CONTENTS

Title of Research                                    i

Approval Page                                        ii

Declaration                                        iii

Dedication                                        iv

Acknowledgment v

Abstract                                            vi

Table of Contents                                   vii-viii

CHAPTER ONE

1.1    Introduction                                    1

1.2    Statement of the Problem                            4

1.3    Significance of the Study                            6

1.4    Delimitation                                    7

1.5    Definition of Terms                                7

1.6    Hypothesis                                    8

CHAPTER TWO

2.0    Literature Review                                10

2.1    Definition of Science                                10

CHAPTER THREE

3.0    Research Methodology                            20

3.1    The Design                                    20

3.2    The Sample                                    21

3.3    The Instrument                                    21

3.4    Data Collection                                    21

3.5    Analysis of Data                                22

3.6    Validity of Instrument                            22

CHAPTER FOUR

4.1    Data Analysis                                    23

CHAPTER FIVE

5.1    Summary                                       

5.2    Conclusion                                   

5.3    Recommendations                               

References                                       

Questionnaire           

CHAPTER ONE:

INTRODUCTION

BACKGROUND OF THE STUDY

The science curriculum at any time and place is determined by the existing theories and ideas about the nature of science. Because such theories and ideas have varied from place to place and from time to time, even for the same place; the science curriculum and its introduction have never remained static. Several programmes have been set up in various parts of the world to develop science curriculum and teaching, with an aim to suit the prevailing situation in such areas. As a result of the changing views about science, its content and materials have been subjected to modification in accordance with the reigning theories. In the 1960s the U.S.A, set up a programme called Science a Process Approach (S.A.PA.) which was developed and sponsored by the America Association of the Advancement of Science (A.A.A.S). For the A.A.A.S, science processes should precede the contents that is to say, the programme encouraged a study of the science procedure which would result in the child having the opportunity to develop intellectual skills similarly there were programmes in the United Kingdom, for example, The Nuffield Junior Science and the African Primary Science Programme (A.P.S.P) was based in East and West African.

        The relative backwardness of primary education in the Northern states of Nigeria stimulated the consideration by the Federal Government, the governments of the then six northern states, and UNESCO to form a joint project which would improve the quality of primary education (Lassa, 1977:1). Discussion resulting from such moves were held at Zaria between the Institute of Education (A.B.U Zaria), the government of the six Northern states UNESCO and UNESCEF. The outcome of that meeting was the initiation of a programme called UNICEF/UNESCO programme but later became the Primary Education Improvement Project (P.E.I.P).

        In June 1970, a writing panel made up of T.T.C. Tutors, ministry personnel and others met to decide on writing syllable and books on science and other subjects. Decisions centred on having a fresh science syallbus which was based mainly on units taken from the African Primary Science Programme (A.P.S.P) but preference was made to the Nuffield Junior Science Programme and materials for science. Later, however, the panel decided to abandon this approach and follow the steps suggested by the Nigerian Educational Research Council (N.E.R.C) through adopting a process approach method similar to that of the American science. A process approach.

        By December 1971, the first book titled Primary Science One was instructions for the teaching of 26 lessons. This book centred on activities, which would provide opportunities to practical process type skills such as observation, classification measurement, etc. Brown, (1978:2) and these activities involved both the teacher and the pupils. By 1972, Primary Science one was on trial in 66 piloted schools. A panel meeting in June 1972 established the guideline for primary school three, part of it was written by the end of the year, the whole book being completed by June 1974. Primary science four was produce in 1978. Book four came out in 1976 and book five and six came out in the 1980.

1.2   STATEMENT OF THE PROBLEM

It is important while discussing the P.E.I.P to realize as in any other programme of its dimension there bound to many challenges which if not well met will cause the down fall of the programme; for example there could be administrative, financial and manpower challenges.

        Integrated science or primary science is identified as a problem approached discipline through which man studies and learns about problems of survival in his environment. The aim of this research is to identify problems leading to poor performance in pupils and teachers in some selected primary schools in Igabi Local Government Area to recommend possible solutions that can help in improving its teaching. In our search for these problems, the following questions are asked:

What are the classes that are taught primary science? What is the number of qualified integrated science teacher in your school? How many of these teachers teach integrated science? What are their qualifications? Are the materials used by the teachers (i.e. textbooks) suitable for both the teachers and learners? Are there other teaching aids used by the teachers apart from the textbooks? What methods are used in imparting the knowledge of integrated science to the learners? Do the school provide a special workshop for the teaching of the subject? Is there current and recommended approved primary science syllabus in the school?

1.3   SIGNIFICANCE OF THE STUDY

This research is aimed at the causes of poor performance in primary science in our primary schools today. Thereby giving necessary suggestions and practical ways by which the instruction can be improved so that its set goals and objectives can be achieved. The researchers decided to choose:

L.E.A. Primary School Jaji i.e. child friendly Army Children’s School Jaji L.E.A. Primary School Birni Yaro Tasha L.E.A. Primary School Tudun Wada Rigachikun

For sample studies with the believe to the researchers that this will be of immense help to the integrated science teachers in the classroom and also to the educational planners.

1.4   DELIMITATION

This research work concentrated on four (4) primary schools in Igabi Local Government and its environs.

1.     L.E.A. Primary School Jaji – child friendly

2.     Army Children’s School Jaji

3.     L.E.A. Primary School Birni Yaro Tasho

4.     L.E.A. Primary School Tudun Wada Rigachikun

Considering all the problems faced in teaching integrated science, it would require a wide and more detailed research and bigger book than this. Thus, the application of the evidence found is not to be generalized with other schools in the state but restricted to primary schools in Igabi Local Government Area only.

1.5   DEFINITION OF TERMS

i)      Integrated Science: A jointed knowledge that is based on testing and providing facts.

ii)     Primary Schools: Schools in which children receive formal education before going to secondary school.

iii)    Teaching: Passing knowledge to somebody with some guided activities.

iv)    Curriculum: Course content design for the learner.

v)     S.A.P.A: Science – A Process Approach.

vi)    A.P.S.P: Africa Primary Science Programme.

A.I.E.P: Primary Education Improvement Project. Teaching Aids: Materials use in aiding teaching and learning. Integrated Workshop: A special room exclusively meant for teaching Integrated Science.

1.6   HYPOTHESIS

Hypothesis have been advanced to guide the study:

1.     That there was language problems, that is, the science terminologies cannot be easily translated into local languages.

2.     That there are no enough trained teachers for this discipline Integrated Science.

3.     That there are inadequate teaching aids for the teaching of the subject.

4.     It was assumed that the same ministry is concerned with the running of the schools in terms of personnel enrolment and retention funds and other facilities.

5.     There is still a problem in teaching controversial topics.

.


TYPE IN YOUR TOPIC AND CLICK SEARCH.






RESEARCHWAP.COM

Researchwap.com is an online repository for free project topics and research materials, articles and custom writing of research works. We’re an online resource centre that provides a vast database for students to access numerous research project topics and materials. Researchwap.com guides and assist Postgraduate, Undergraduate and Final Year Students with well researched and quality project topics, topic ideas, research guides and project materials. We’re reliable and trustworthy, and we really understand what is called “time factor”, that is why we’ve simplified the process so that students can get their research projects ready on time. Our platform provides more educational services, such as hiring a writer, research analysis, and software for computer science research and we also seriously adhere to a timely delivery.

TESTIMONIES FROM OUR CLIENTS


Please feel free to carefully review some written and captured responses from our satisfied clients.

  • "Exceptionally outstanding. Highly recommend for all who wish to have effective and excellent project defence. Easily Accessable, Affordable, Effective and effective."

    Debby Henry George, Massachusetts Institute of Technology (MIT), Cambridge, USA.
  • "I saw this website on facebook page and I did not even bother since I was in a hurry to complete my project. But I am totally amazed that when I visited the website and saw the topic I was looking for and I decided to give a try and now I have received it within an hour after ordering the material. Am grateful guys!"

    Hilary Yusuf, United States International University Africa, Nairobi, Kenya.
  • "Researchwap.com is a website I recommend to all student and researchers within and outside the country. The web owners are doing great job and I appreciate them for that. Once again, thank you very much "researchwap.com" and God bless you and your business! ."

    Debby Henry George, Massachusetts Institute of Technology (MIT), Cambridge, USA.
  • "I love what you guys are doing, your material guided me well through my research. Thank you for helping me achieve academic success."

    Sampson, University of Nigeria, Nsukka.
  • "researchwap.com is God-sent! I got good grades in my seminar and project with the help of your service, thank you soooooo much."

    Cynthia, Akwa Ibom State University .
  • "Great User Experience, Nice flows and Superb functionalities.The app is indeed a great tech innovation for greasing the wheels of final year, research and other pedagogical related project works. A trial would definitely convince you."

    Lamilare Valentine, Kwame Nkrumah University, Kumasi, Ghana.
  • "Sorry, it was in my spam folder all along, I should have looked it up properly first. Please keep up the good work, your team is quite commited. Am grateful...I will certainly refer my friends too."

    Elizabeth, Obafemi Awolowo University
  • "Am happy the defense went well, thanks to your articles. I may not be able to express how grateful I am for all your assistance, but on my honour, I owe you guys a good number of referrals. Thank you once again."

    Ali Olanrewaju, Lagos State University.
  • "My Dear Researchwap, initially I never believed one can actually do honest business transactions with Nigerians online until i stumbled into your website. You have broken a new legacy of record as far as am concerned. Keep up the good work!"

    Willie Ekereobong, University of Port Harcourt.
  • "WOW, SO IT'S TRUE??!! I can't believe I got this quality work for just 3k...I thought it was scam ooo. I wouldn't mind if it goes for over 5k, its worth it. Thank you!"

    Theressa, Igbinedion University.
  • "I did not see my project topic on your website so I decided to call your customer care number, the attention I got was epic! I got help from the beginning to the end of my project in just 3 days, they even taught me how to defend my project and I got a 'B' at the end. Thank you so much researchwap.com, infact, I owe my graduating well today to you guys...."

    Joseph, Abia state Polytechnic.
  • "My friend told me about ResearchWap website, I doubted her until I saw her receive her full project in less than 15 miniutes, I tried mine too and got it same, right now, am telling everyone in my school about researchwap.com, no one has to suffer any more writing their project. Thank you for making life easy for me and my fellow students... Keep up the good work"

    Christiana, Landmark University .
  • "I wish I knew you guys when I wrote my first degree project, it took so much time and effort then. Now, with just a click of a button, I got my complete project in less than 15 minutes. You guys are too amazing!."

    Musa, Federal University of Technology Minna
  • "I was scared at first when I saw your website but I decided to risk my last 3k and surprisingly I got my complete project in my email box instantly. This is so nice!!!."

    Ali Obafemi, Ibrahim Badamasi Babangida University, Niger State.
  • To contribute to our success story, send us a feedback or please kindly call 2348037664978.
    Then your comment and contact will be published here also with your consent.

    Thank you for choosing researchwap.com.