THE STRATEGIES TO ENHANCE TEACHING AND LEARNING OF INTEGRATED SCIENCE IN SECONDARY SCHOOOL.

CHAPTER ONE

 INTRODUCTION

            Background to the Study

Integrated Science was introduced into the official school curriculum following its success in solving societal problems not only in Britain but also in America as well as Nigeria in the late 1960s. This programme of study was first introduced in Britain after the 1^st and 2^nd world wars in order to appease the conscience of the citizens to respect constituted authority, submissive to their parents, show regards to the elders of the society, help to protect public property, value the lives of fellow citizens and contribute positively towards the development of the society. (Edinyang, Mezieobi and Ubi 2013).

The national curriculum conference held in 1969 at Lagos was a major turning point in the history of curriculum development in Nigeria and a historical landmark in the history of education in Africa. Fafunwa, (2004:239), observes that it was the first national attempt to change the colonial orientation of the Nigerian educational system and promote national consciousness and self- reliance through the educationalprocess.

The recommendation of the national conference according to Fafunwa, emphasizes national unity, citizenship education, national consciousness, nationalism and national reconstruction. These recommendations became the bedrock on which the Nigerian Educational goals were realized. The National Policy on Education (FRN 2009), spelt out the goals of Nigerian education which include; the inculcation of national consciousness and national unity; the inculcation of the right types of values and attitudes for the survival of individuals and the Nigerian society; the training of the mind in the understanding of the world around; and the acquisition of appropriate skills and the development of mental, physical and social abilities and competencies as required for the individuals to live in, and contribute to the development of the society.

The desire to achieve the aforementioned goals prompted the introduction of more subjects into the primary and secondary schools among which is Integrated Science Education which is the focus of this study. Thus, For the philosophy to be in harmony with Nigeria‘s national objectives, Integrated Science education is geared towards self-realization, better human relationship, national consciousness and national unity as well as towards social, cultural, economic, political, scientific and technological progress. These are the main targets of Integrated Science Education. Ogundare (1984:82), says Integrated Science programme should aim at achieving the diverse and ever changing physical and social environment as a whole including its natural resources, together with the rational use and conservation of these resources for development; developing in the learners, the capacity to learn and acquire skills including not only the basic skills of listening, speaking, reading and writing but also of developing the skills of hand together with those of analysis and inference which are important in the formation of sound judgment; developing in children, positive and desirable values of citizenship and the desires in them to make positive contribution to the creation of a united Nigeria; and inculcating in the learners sympathetic views which will enable them to appreciate the diversity and interdependence of all members of the local community and of the wider national and international community.

The researcher intends to assess the Integrated Science curriculum implementation in junior secondary schools in Yobe state. Though, Okam (1998), stresses that upon all the subjects studied in the Nigerian school system, Integrated Science is the most (if not the only) appropriate for addressing Nigerian societal problems educationally and comprehensively. Curriculum implementation is aimed at actualizing the planned curriculum. It is the translation of the curriculum contents into practice or action. In the words of Offorma (1994), Nzewi, Okpara and Akudolu (1995), implementation of curriculum is normally done in the classroom through joint efforts of the teacher and learners and those concerned. In curriculum implementation, the Teacher is expected to adopts appropriate teaching methods and instructional materials to guide the students learning. Students are expected to be actively involved in the process of interacting with the learning materials andactivities.

Assessment of the teaching and learning of Integrated Science on the other hand is expected to help to reposition Integrated Science teaching and learning process and make it more relevant to the needs of the learners and the society at large. Thus, assessment is defined as assigning marks, selecting individuals for special opportunities or the quality of instructional materials, assessing the effectiveness of various approaches to instruction and many other kinds of activities (Herzberg, 1975). Ololobou (2007), defines evaluation as the collection and use of information as a basis for rational decision-making on the curriculum. This decision therefore will help to improve on the implementation process which will lead to the attainment of the set objectives. Equally, Yusuf (2012), defines curriculum evaluation as the systematic process of identifying, assembling or gathering data and making value judgment about such data to determine the merit, worth and significance of a curriculum. It is a process of determining whether the implementation of the programme needs to be improved, modified or attracts innovation so  as to actualize the set objectives. It is a quality control exercise to ensure that resources are used maximally. In line with the above, a conclusion could be made to say that, this research work will assist in shaping the Nigerian citizens through Integrated Science education in order to benefit themselves and immensely contribute their quarter towards the development of their community, Nigeria and the world at large. Okam (1998), posited that, there is an indication that Integrated Science education has not been properly implemented in the schools to equip students with the necessary knowledge, facts and ideas that can enhance positive values and attitudes for the survival of individuals and the society. That is why social problems range from disrespect to elders and constituted authorities, chronic dishonesty, corruption, religious crisis, ethnic/tribal crisis, murder, arson, examination malpractices, drug abuse, cultism, indiscipline and other forms of mal-adaptive behaviors bedeviled the Nigerian society. This is what motivated the researcher to embarked on this research.

            Statement of the Problem

Integrated Science Curriculum as a policy document and academic programme was introduced to educational system in Nigeria with the aim of inculcating positive values and building of better Nigeria. This could be possible only when there is effective implementation of Integrated Science curriculum at all levels of education. According to Okam (1998), there is an indication that Integrated Science education has not been properly implemented in the schools to equip students with the necessary knowledge, facts and ideas that can enhance positive values and attitudes for the survival of individuals and the society. That is why social problems range from disrespect to elders and constituted authorities, chronic dishonesty, corruption, religious crisis, ethnic/tribal crisis, murder, arson, examinationmal practices, drugabuse, cultism, indiscipline and other forms of  mal-adaptive behaviors which has bedeviled the Nigerian society. However, these problems are seriously affecting teaching and learning of Integrated Science negatively, since the actors engage themselves with negative attitudes, thereby making teaching and learning of Integrated Science difficult. Thus, positive values and attitudes must be the habit of the Integrated Science curriculum implementation actors for the success of the programme.

In view of the above, this research intends to assess the extent to which Integrated Science curriculum is being implemented in Junior Secondary Schools in Yobe State. The study also aims at identifying the problems associated with the teaching and learning of Integrated Science in junior secondary schools in Yobe State.

            Objectives of the Study

The objectives of the study are to:

1. determine the extent to which Integrated Science curriculum content is being implemented in Junior Secondary Schools in YobeState;
2. ascertain the pedagogical methods used by Integrated Science teachers in the teaching and learning of Integrated Science in Junior Secondary Schools in Yobe State;
3. assess the roles of Integrated Science teachers in the used of instructional materials in teaching and learning of Integrated Science in Junior Secondary Schools in Yobe State;
4. identify the problems associated with the teaching and learning of Integrated Science in Junior Secondary Schools in Yobe State; and
5. Determine the supervisory roles of quality assurance officers in Integrated Science curriculum implementation in Junior Secondary Schools in Yobe State.

                  Research Questions

The following are the guided research questions:

1. to what extent does the Integrated Science curriculum content is being implemented in Junior Secondary schools in Yobe State?
2. how does the pedagogical methods used by teachers in teaching and learning of Integrated Science in Junior Secondary schools in Yobe State?
3. in what ways does the Integrated Science teachers used instructional materials in teaching and learning of Integrated Science in Junior Secondary schools in Yobe State?
4. what are the problems associated with the teaching and learning of Integrated Science in Junior Secondary Schools in Yobe State?
5. how do the quality assurance officers supervise teaching and learning of Integrated Science in Junior Secondary schools in YobeState?

            Hypotheses

The following hypotheses are put forward to guide the study:

1. there is no significant difference in the extent to which Integrated Science curriculum content is being implemented in Junior Secondary Schools in YobeState;
2. there is no significant difference in the pedagogical method used by Integrated Science teachers in implementation of Integrated Science curriculum in Junior Secondary Schools in YobeState;
3. there is no significant difference in the teachers‘ use of instructional materials in teaching and learning of Integrated Science in Junior Secondary Schools in YobeState;
4. there is no significant difference in the problems identified with teaching and learning of Integrated Science in Junior Secondary Schools in Yobe State; and
5. there is no significant difference in the supervisory roles of quality assurance officers in Integrated Science curriculum implementation in Junior Secondary Schools in YobeState.

            BasicAssumptions

The study is based on the following assumptions:

1. That Integrated Science curriculum for Junior Secondary Schools was planned, designed, anddeveloped.
2. That it is distributed to Junior Secondary Schools in Nigeria by Nigerian government through National Educational Research and Development Council(NERDC).
3. That the curriculum planning, development and distribution was made to assist in ensuring the effective implementation of Integrated Science in order to have productive citizens through self-identification and selfactualization.
4. That proper and effective implementation of Integrated Science curriculum is leading to the societal development and provides means for solving problems in Nigeria and the world in general.

            Significance of the Study

The study will greatly benefit the curriculum planners and developers through finding the extent to which the Integrated Science curriculum content is being implemented at Junior Secondary School levels and finally used as a guide for decision making on whether there is need to change, alter or innovate or improve upon the existing Integrated Science curriculum content.

The study will be of great importance to the Integrated Science teachers of Junior Secondary Schools who are the key implementers of the curriculum by realizing their roles in ensuring the effective implementation of Integrated Science curriculum. It will also provide empirical information on the pedagogical methods used by teachers that are relevant to the teaching and learning of Integrated Science in Junior Secondary Schools.

Quality assurance officials which involve both internal and external (supervisors) will benefit greatly from this research work. The quality control officials who are responsible for ensuring the effective implementation of curriculum including that of Integrated Science will benefit from the data collected from the research. The findings of this work will therefore help them to improve on their assignment.

This research will also be beneficial to parents who are stake holders and joint partners responsible for ensuring the effective teaching and learning of Integrated Science. The need for parents to join their hands in ensuring the implementation of curriculum was clearly pointed out in the words of Offorma (1994), Nzewi, Okpara and Akudolu (1995), where they opined that implementation of curriculum is normally done in the classroom through the joint efforts of the teacher and the learners and those concerned. In this regard, those concerned is referred to as parents, school administrators,

inspectors, supervisors and government itself etc. Thus, parents as a people that are highly concerned in ensuring the curriculum implementation will surely benefit from the findings of this research.

            Scope of the Study

The scope of this research was limited to the assessment of Integrated Science curriculum implementation in Junior Secondary Schools in Nguru Universal Basic Education Inspectorate Zone, Yobe State. This zone consists of Nguru, Machina and Karasuwa local government areas in which all the three local governments will be found in the North Senatorial Zone of Yobe State. This limitation is done considering the number of local governments and large number of Junior Secondary Schools available around the state. The research was carried out in Nguru Universal Basic Education Inspectorate Zone which consist of Nguru, Machina and Karasuwa local governments as already explained earlier and the population of this research work covers the students, Integrated Science teachers, principals and quality assurance officials from the educational zone concerned. The research is concerned with the extent to which Integrated Science curriculum is being implemented, the pedagogical methods used by teachers in Integrated Science curriculum implementation, roles of Integrated Science teachers in the used of instructional materials in teaching and learning of Integrated Science, identifying the problems associated with the teaching and learning of Integrated Science and the supervisory roles of quality assurance officials in ensuring Integrated Science curriculum implementation..

THE STRATEGIES TO ENHANCE TEACHING AND LEARNING OF INTEGRATED SCIENCE IN SECONDARY SCHOOOL.