EFFECT OF THE TEACHING METHODS OF INTEGRATED SCIENCE ON ACADEMIC ACHIEVEMENT OF JUNIOR SECONDARY SCHOOL STUDENTS IN ENUGU EDUCATION ZONE

EFFECT OF THE TEACHING METHODS OF INTEGRATED SCIENCE ON ACADEMIC ACHIEVEMENT OF JUNIOR SECONDARY SCHOOL STUDENTS IN ENUGU EDUCATION ZONE

 ABSTRACT

The study examined the effects of teaching methods on academic performance of Integrated science students in selected senior secondary schools in Enugu state. The study used a quasi-experimental research design.A sample of 120 senior secondary 11 (SS2) Integrated science students were selected by random sampling from 2 urban and 2 rural schools which comprised both boys and girls with 30 students each in experimental and control groups respectively.  The research instruments comprised of Integrated science Achievement Test (CAT). The CAT contained 30 multiple choice questions with four options (A-D) and 5 essay questions. The students were divided into two groups; Experimental and control groups which were subjected to teaching methods and traditional methods of teaching respectively. The t-test statistics was used to analyze the data. Major findings revealed that Integrated science students taught using inquiry teaching method performed significantly better than their counterparts taught using traditional teaching method. Hence the study concluded that the inquiry teaching method produced students with significantly higher academic performance in Integrated science. The study therefore recommend among others that the use of Inquiry teaching method should be encouraged in all Secondary Schools that offer Integrated science to its students in Enugu State and other states in Nigeria, also Government should sponsor teachers to attend various workshops and seminars on appropriate and effective use of the inquiry teaching method. 

CHAPTER ONE

INTRODUCTION

       1.1     Background to the Study

Science is defined by different people from different perspectives. Science as an intellectual activity carried out by humans designed to discover information about the natural world in which we live and to discover the ways in which this information can be organized to benefit human race (Nwagbo 2005). Science is also seen as a complex human activity that leads to the production of a body of universal statements, called laws, theories or hypotheses which serve to explain the observable behaviour of the universe or part of it and which in themselves have predictive characteristics (Shaibu 2008). The above definitions show that science is an organized body of knowledge and a way of thinking in order to understand and explain natural phenomena. Science is one of the major tools for nation building, because the economic emancipation, national development and the survival of any nation, Nigeria in particular, is dependent upon a sound scientific and technological base. Therefore science and technology are the potent instruments for preparing the young generations into the society (Shaibu, 2008). The National Policy on Education (FGN, 2004) stated that the aim of education is to inculcate in the child, the spirit of inquiry and creativity through the exploration of nature. Secondly, education should equip students to live effectively in our modern age of science and technology. The development of any nation today depends greatly on its technological and scientific advancement. Teachers are expected to device ways of motivating their students to develop positive attitudes towards science and science related disciplines (Sola and Ojo, 2007). Integrated science, in particular is central to many of the scientific fields of human endeavors; therefore, teaching of integrated science should be given serious attention.

Science teachers have always recognized the importance of practical work as a means of introducing learners to the scientific process of experimentation. To this end, the United Nations Educational Scientific and Cultural Organization (UNESCO) and the International Union of pure and Applied Integrated science (IUPAC) have participated in numerous international meetings to promote inexpensive experimental based teaching in Integrated science. Inquiry teaching method is a style or method of teaching where the learner is seeking to discover and create answers to recognized problems through procedure of making a diligent search, some time with minimum guidance from the teacher (Callahan, et al1995). Science process skills are based on scientific inquiry and teaching science by inquiry involves teaching students science process skills, critical thinking, scientific reasoning skills used by scientists (Pratt and Hackett, 1998) and inquiry is defined as an approach to teaching, the acts scientists use in doing science and it can be a highly effective teaching method that helps students to understand concepts and use of process skills (Yagger and Akcay, 2010). Inquiry teaching method is also a term used in science teaching that refers to a way of questioning, seeking knowledge, information or finding out about phenomena, it involves investigating data and arriving at a conclusion (Sola and Ojo, 2007). In inquiry situation students learn not only concept but also self direction, responsibility and social communication. It also permits students to assimilate and accommodate information. It is the way people learn when they are left alone.

Cheval and Hart (2005), classify inquiry teaching method into three (3) classes, namely: structured inquiry, guided inquiry and open inquiry. All these types of inquiry can be useful to students to learn science when taught appropriately. Structured inquiry is the most teacher-centered of the three types of inquiry. This type of inquiry is commonly seen in science classrooms in the form of laboratory exercises. The teacher provides fairly structured procedures for the inquiry activity, and students carry out the investigations. Structured inquiry could be described as the most traditional approach to inquiry (Cheval and Hart, 2005). The open inquiry on the other side is a type of inquiry which requires the least amount of teacher intervention and is student centered. Students, in this case, often work in groups and plan all phases of their investigations, while guided inquiry falls in the middle of the inquiry instructional spectrum. This type of inquiry is commonly used when students are asked to make tools or develop a process that results in a desired outcome. For example, a science teacher gives his seventh grade middle school students materials to create a rocket but no instructions for designing the rocket. The students must use their own knowledge and creativity to design the rocket so that it will launch properly, fly a certain distance, and land without becoming disassembled. The teacher provides the problem and materials and the students develop the rocket using their own scientific process or procedure (Cheval and Hart, 2005). In this study, guided inquiry will be used. Students will be given a set of topic and materials to develop method to find answers to the given problem. The lecture method is used primarily to introduce students to a new subject, but is also a valuable method for summarizing ideas, showing relationships between theory and practice, and reemphasizing main points.Integrated science activities deals with telling and showing, therefore, a lecture-demonstration method is a teaching technique that combines oral explanation with “doing” to communicate processes, concepts and facts. It is particularly effective in teaching a skill that can be observed.

Demonstration is usually accompanied by a thorough explanation, which is essentially a lecture. Lecture method according to Garba(1996), is a traditional method of transmission of knowledge; it is essentially a one-way process. The current Nigerian classroom whether primary, secondary or tertiary institutions level, tends to resemble a one-person show with a captain but often comatose audience. Classes are usually driven by “teacher-talk” and depend heavily on textbooks for the structure of the courses. Teachers serve as pipelines and seek to transfer their thoughts and meanings to passive students. There is little room for student-initiated questions, independent thought or interaction between students. Therefore, the study is aimed at determining the effect of guided inquiry teaching strategy and the traditional methods on students’ academic performance in Integrated science at the senior secondary school level. Guided Inquiry teaching method is chosen in this study due to its scientific nature and it is student-centered and it involves all scientific process.

       1.2     Statement of the Problem

Students’ persistent poor performance in Integrated science has been partly ascribed to inadequate teaching and instructional methods adopted by teachers. In supporting this view, Derek (2007), reported the seriousness of the deplorable performance of secondary school students in Integrated science and identified the  persistent use of the traditional methods of instruction as one of the major shortcoming affecting the learning and higher achievement in Integrated science . Many students find Integrated science to be a hindrance in attaining their aims and objectives. Donald, (2000) said students wishing to read medicine cannot do so unless they credit Integrated science. It is therefore necessary to properly groom the students right from the secondary level to enable them improve their academic achievement in Integrated science. Poor performance of students in science subjects, particularly Integrated science, has assumed a serious dimension as reported by West African Examination Council (1991). In the light of this, science teachers need to seek suitable ways of tackling the current massive failure in Integrated science if they are to halt the drifts of science students to art and social science subjects.

       1.3     Objectives of the Study

The objectives of this study are to:

1. determine the effects of teaching methods and traditional method on the performance of Integrated science students in senior secondary schools in Enugu state;
2. determine the effects of teaching methods on the performance of students in Integrated science in Enugu state;
3. determine the effects of teaching methods on the performance of male and female students in Integrated science in Enugu state; and
4. determine the difference in the performance between urban and rural students in Integrated science taught with guided inquiry teaching method in Enugu state.

       1.4      Research Questions

1. What is the effect of teaching methods and traditional method on the Performance of students in Integrated science in senior secondary schools in Enugu state?
2. What is the effect of teaching methods on the academic performance of students in Integrated science in Enugu state?
3. What is the effect of teaching methods on the performance of male and female students in senior secondary school in Integrated science Enugu state?
4. What is the difference in the performance of students in Integrated science in senior
5. secondary schools taught with guided inquiry teaching method in Enugu state?

       1.5      Null Hypotheses

The following null hypotheses were tested:

Ho₁:     Teaching methods and traditional method have no significant effect on the

performance of Integrated science students in senior secondary schools in Enugu state;

Ho₂: There is no significant effect of teaching methods on the academic

performance of Integrated science students in Enugu state;

Ho₃:    Teaching methodshasno significant effect on the performances of male and

female studentsin Integrated science in Enugu state;

Ho₄:  There is no significant difference in the performance between urban and rural

students taught Integrated science with guided inquiry teaching method in Enugu state.

                 1.6         Basic Assumptions

This study has the following assumptions

1. It is assumed that most Integrated science teachers in the secondary schools do not make use of appropriate Integrated science teaching methods in secondary schools in Enugu state.
2. It is also assumed that teachers are employed to teach Integrated science without

considering their area of specialization, educational qualifications and training.

3. It is assumed that teachers do not use appropriate Integrated science teaching methods.
4. Learning by doing could enhance and motivate students to improve on      their performance in Integrated science.

       1.7     Significance of the Study

The findings of this study will help in the following ways:

The Integrated science teachers will utilize the findings of this study in their Integrated science classrooms; helping students’ understanding of Integrated science concepts through guided inquiry teaching method. Students at the senior secondary school (SSS) level in Enugu state and other states can be encouraged and motivated by this research.Active involvement of students helps to develop self-confidence and positive attitude to Integrated science through this research.The study will provide information for educational planners and curriculum designers in the Federal Ministry of Education. They will support the use of inquiry teaching method in senior secondary schools by carrying out effective quality assurance for teachers in order to improve teaching/learning situations currently existing in senior secondary schools in Enugu state.

It  is  hoped  that  the  students  will  find  Integrated science  very  interesting  as  it  will  equip them for job opportunities  in  industries  in  both private and public sectors such as manufacturing and processing industries, industries related to petroleum, chemical, ceramic, polymer, food, electronics, the environmental,  mining,  pharmaceuticals and health- related industries, agriculture industries,    government agencies, including  forensic science and patents, defence, education and research, and areas related  to biotechnology.

       1.8     Scope of the Study

This study on Effects of guided inquiry method on academic performance of Integrated science students is delimited to senior secondary schools in Sabon/gariand Enugu local government areas of Enugu state, Nigeria. The study involves senior secondary two (SS2) Integrated science students with a total population of five thousand, nine hundred and thirteen (5,913).It is delimited to a consideration of the effects of teaching methods on students’ performance in Integrated science in Enugu state.

EFFECT OF THE TEACHING METHODS OF INTEGRATED SCIENCE ON ACADEMIC ACHIEVEMENT OF JUNIOR SECONDARY SCHOOL STUDENTS IN ENUGU EDUCATION ZONE