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Identification Of Difficult Teaching Topics In Integrated Science
[A CASE STUDY OF JUNIOR SECONDARY SCHOOLS IN ENUGU URBAN AREA IN ENUGU STATE]
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1.2 STATEMENT OF PROBLEMS
Based on the background of the study. Here, one or two problems are shown.
First,
some teachers have the problems of finding some topics difficult to
teach in integrated science. This was also confirmed by research
evidence in Nigeria, Desai (1994) indicates low integrated science
attainments of teachers. The condition was amplified by the alarming low
number of qualified teachers in integrated science area irrespective of
the crucial role of integrated science Neera (1996).
Second, as a
result, there are some problems in the implementation of the curriculum
Olarewaju (1987), besides achievement has been shown to be very low and
unimpressive Okebukola and Jegede, (1999). These might negate the
philosophy behind the introduction of the integrated science core
curriculum as J.S.S leave. Also Jegede (1999) and Akueailo (1998)
undependably in their studied tend to show that the teaching of
integrated science in Nigerian secondary school are inadequate.
1.3 PURPOSE OF THE STUDY
The purpose oft his study is to identify the difficult teaching topics in J.S. integrated science curriculum.
(a) In the relation to teachings area of specialization
(b) In relation to teachers qualification
(c) In relation to availability of instructional materials in Enugu urban area Enugu State.
1.4 SIGNIFICANCE OF THE STUDY
The
identification of these difficult teaching topics in integrated science
will enlighten the teachers as well as government and expose them to
the area they specialized on. Being aware of these, difficult topics
school authority, the government and even the science teachers
association of Nigeria will be of great help in planning in-service
course for the teachers in those areas of science. This also brings to
light the need of equipping higher institutions and universities
preparing integrated science teachers with adequate training needed for
planning and execution of integrated science in our secondary schools.
The
exposure of these difficulty topics will motivate the integrated
science authors and publishers to give a details attention on these
different area in their write up.
1.5 SCOPE OF STUDY
The
study was restricted to identification of difficult teaching topics in
junior secondary schools in Enugu urban area Enugu State.
1.6 RESEARCH QUESTIONS
The following research questions are proposed.
1. What topics do the teachers find difficult in teaching J.S.S integrated science?
2. Why do teachers have difficulty in teaching those identified topics in integrated science?
3. How can the difficulty in teaching those topics be remedied?
4. What influence has experience on the identification of topics as difficult?
5. What effects of qualification on finding a teaching topics difficult?
6. What effect has sex on findings a teaching topics difficult?
7. What is the effect of area of specialization in identification of a topics as difficult?
8. What in your opinion are the possible remedies the difficulty experienced?
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ABSRACT - [ Total Page(s): 1 ] Identification of difficult teaching topics in integrated science and the causes of their difficulty were carried out in the research. Questionnaire was used to elicit the require information and the results obtained analysed using mean and percentages. Results of the analysis showed that while some topics were difficult to the teachers. Other were easy. The causes of the difficulty as indicated were also found out. Finally, recommendation were made bared on the research ... Continue reading---
