THE IMPACT OF EFFECTIVE PLANNING AND CURRICULUM DEVELOPMENT ON TEACHING AND LEARNING OF INTEGRATED SCIENCE
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THE IMPACT OF EFFECTIVE PLANNING
AND CURRICULUM DEVELOPMENT ON TEACHING AND LEARNING OF INTEGRATED SCIENCE
CHAPTER ONE
INTRODUCTION
1.1 Background
of the Study
Nigerian
Educational System has gone through various developments and changes viz-a-viz
curriculum issues. The dynamic nature of the curriculum process informs the
concept of effective planning of integrated science curriculum in secondary
schools.
This
is so because science education plays a vital role in the lives of individuals
and the development of a nation scientifically and technologically (Aleboisu
and Ifamuyiwa, 2008). It is widely and generally acknowledged that the gateway
to the survival of a nation scientifically and technologically is scientific
literacy which can only be achieved through science education. This starts from
giving students a good foundation in integrated science from junior secondary
level.
But
government in this direction can not be said to have yielded much fruits given
the dwindling nature of student’s performance in integrated science in junior
secondary school and the low rate of students offering science in senior
secondary school as well as their performance in core science subjects.
Disturbed
by this ugly development, researchers in the field of science education in
Nigeria embarked on series of studies to find the logic behind this ugly
development. They found that the problem stemmed from the first form of science
a child comes across at the junior secondary school level that is integrated
science. Integrated science provide students sound basis for further science
education study, hence a child that is not well grounded in integrated science
at this level would not show interest in offering core science subject
(Biology, Chemistry and Physics) at Senior Secondary Schol level which are
pre-requisites for studying science oriented courses at the Nation’s tertiary institutions.
They
also found that lack of qualified teachers, lack of practical work as well as
lack of equipments and facilities for teaching, insufficient allotment of time
for integrated science on the school time table and poor methods of teaching
are the major factors militating against the successive implementation of the
core curriculum in integrated science (Ajuwape and Olatoye, 2004).
It
is against this background that the researcher seeks to investigate the subject
matter of this research: The impact of effective planning and curriculum
development on teaching and learning of integrated science in secondary school.
1.2 Statement
of Problem
Integrated
Science have been taught in Junior Secondary Schools since 1972 in order to
inculcate science knowledge and encourage students to offer science subjects in
Senior Secondary School (Ifamuyiwa, 2008).
But
inspite of this, government effort cannot be said to have yielded much fruits
given the dwindling nature of students’ performance in integrated science which
has a negative effect on the future performance of those offering core science
and consequently poor performance inc ore subjects in WAEC and NECO examination
which are prerequisites for studying in the Nation’s tertiary institutions.
This has been attributed to myriad of problems ranging from lack of qualified
teachers, lack of equipments and facilities for teaching, lack of practical
works, insufficient allotment of time for integrated science on the school time
table and poor teaching methods.
Disturbed
by this trend, the subject matter of this research: the impact of effective
planning and curriculum development on teaching and learning of integrated
science in secondary school becomes an empirical problem worthy of
investigation. As such the researcher seeks to find out if the integrated
science curriculum is effectively planned to enhance effective teaching and
learning of integrated science from JSS I to JSS III in sequential order of
simple to complex topics.
1.3 Objectives
of the Study
The
overall objective of this study is to determine the impact of effective
planning and curriculum development on teaching and learning of integrated
science in secondary schools. To this end, the study seeks to accomplish the
following specific objectives:
i)
To determine the effect of planning on
teaching and learning of integrated science in secondary school.
ii)
To examine the effect of National
Integrated Science Curriculum on teaching and learning in secondary schools.
iii)
To identify the problems militating
against the teaching and learning of integrated science in secondary schools.
iv)
To proffer workable solutions to the
identified problems.
1.4 Significance
of Study
The
study will add to the body of knowledge that already exists on the impact of
effective planning and curriculum development on teaching and learning of
integrated science in secondary schools. The study can also be used as a basis
for further academic research on the topic.
The
study will provide insight to school management as well as education planner and
policy makers on what need to be done to enhance effective teaching and
learning of integrated science in secondary schools and also to provide a basis
on which future planning can be guided.
1.5 Research
Questions
This study is guided by the following
research questions:
i)
What is the effect of planning on
teaching and learning of integrated science in secondary schools?
ii)
How does the National integrated science
curriculum affect the teaching and learning of integrated science in secondary
schools?
iii)
What are the problems militating against
the teaching and learning of integrated science in secondary schools?
1.6 Scope
of the Study
The
study covers an empirical examination of the impact of effective planning
curriculum development on teaching and learning of integrated science in
secondary schools. To this end, the study will include the examination of the
effect of planning on teaching and learning as well as the effect of Nigerian
integrated science in secondary school.
The
study will equally cover the investigation of the methods used in teaching
integrated science as well as the problems militating against integrated
science in secondary school. The collection of empirical data would be
restricted to Government Day Junior secondary School, Kaduna. The study will
cover a time from 2010 to 2011.
1.7 Limitation
of the Study
This
study is limited to Government Junior Secondary School, Sabon Tasha, Kaduna.
For the fact that the study is restricted to this school, it will be difficult
to generalize the finding to other secondary schools.
For
the fact that a survey method was used as a research design as well as
Questionnaire as the instrument, it is not really certain if the same results
could be achieved if other designs and instrument can yield the same results.
Besides, another limitation is that the respondents could have either over
exaggerated or understated their responses while scoring the items in the
questionnaire. Also the non-chalant attitude of some of the respondents could
affect the validity of their responses to the questionnaire. These limitations
should be taken cognizance of by other researchers conducting similar studies.
1.8 Operational
Definition of Terms
Planning:
The
process of setting objectives and the means of attain educational goals in
integrated science.
Curriculum:
Sequence of teaching and learning in form of plans and intentions.
Lesson
Plan: Setting specific objective in order to effectively
teach what is in a scheme of work.
Policy:
Framework formulated in order to actualize educational attainment in a state.
Forecast:
Project into future goal attainment in school.
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