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IDENTIFICATION
OF TEACHING TOPIC IN SENIOR SECONDARY SCHOOL BIOLOGY AND ENGLISH LANGUAGE
1.0.
INTRODUCTION
1.1.
BACKGROUND OF THE STUDY
The term
identification is frequently used by teachers in secondary school to examine
topic that are new to the students. Identification of teaching topic is the
process of determining the pronunciation and some degree of meaning of an
unknown. For topic that are in readers meaning vocabulary, unlocking the
pronunciation leads to the topic meaning. Until now evaluation studies on topic
have not paid sufficient attention on the methodology used in the preparation
of biology and English. Biology and English teaching strategies listed in the
methodology curricular of biology and English education programmes in Nigeria
and its relationship to the pre- service teacher educator’s instructional
strategies was assessed. To achieve the objective of these stated aims, the
teaching topic should depend on the provision of quality teachers education
programmers. Quality teachers’ education in the content of this study implies
how well the biology and English teachers in secondary school in Nigeria fit
the National Education. We should know that curriculum is the set of courses,
prospectors, programmed of study or syllabus offered at a school. Hence, a
curriculum includes the range of topics from which students choose the subject
matter to be studied in a particular programme as well as the teaching and
assessment strategies to be used for those topics. Curriculum can be seen as
all the activities that are geared towards the achievement of teaching goals.
Curriculum can be divided into three parts. The intended, implemental and attained
curriculum. And all at then geared for effective topic. In teaching and
identifying topic in biology for instance, attention must be paid in biology
textbooks used in classroom teaching and laboratory work. The biology
curriculum in schools is defined not only by topic of study but also by
textbook will reflect the current topic to identify like Animal kingdom,
plants, bacteria, fungi, plant, cell, ecosystem, living and non – living
things, skeletons, reproduction and many others. These topics should be
identify by names and classify by the student in senior secondary schools.
Moreover, teaching English to speakers of other language can be as challenging
as learning English is for non- native speakers. Both the teacher and the
students must have an established protocol for gaining understanding of
pronunciation, words, concepts and cultural norms. There are numerous topics
that can be identify, most of which can be grouped into four categories;
reading skills development, vocabulary acquisition, separation and
identification of concept and evaluation. Without research, centered
identification of topics like parts of speech, pronunciation, writing and
reading, vocabulary, grammar, oral English, concord and many others that will
help student in senior secondary school to gain knowledge.
1.2
STATEMENT OF THE PROBLEM
In Nigeria,
identification of teaching topic in schools especially biology and English are
not taking serious. We refused to know that most students cannot read and
write, although clearly some can. Most of them did not know that words-
identification skills may allow access to the words pronunciation, but not its
meaning. Being able to arrive at the pronunciation of a printed word constitute
words identification in the most minimal sense, however, if the reader is
unable to identify a topic and attach meaning to it , then he or she has not
read the word, since reading must end in meaning construction. Many students
learn new topic without difficulty. Many teachers introduce topics by teaching
emerging readers to sing the alphabet then attach them to the letters forms
while knowing letter names appears to facilitate the development of word-
identification skills, it would be in-appropriate to delay introducing other
new topic to students who have not know them. In English language, students
identify topics with remarkable speed and accuracy. Indeed, fluent word
identification appears to be a pre-requisite for comprehending text. If a
reader of English topic must slowly analyze. Many of the words in a text,
memory and attention needed for comprehension are drained but topic analysis.
Student in senior secondary school identify very few words instantly. Through
repeated exposure to the same words, instant identification vocabulary grows.
It is vital that student learn to identify those topics that occur very
frequently in teaching process.In biology, teaching strategies that have been
recommended for science teachers to inculcate science process skills in their
students includes demonstration, direct observation, field trip, group work
laboratory activities and manipulations, Biology should be taught through on
method approaches where students are placed in problem solving situation and
surrounding them with appropriate materials that will enable them process
information to solve scientific problems. This view conforms to the recent
emphasis of the federal ministry of education on the use of field studies
guided discovery, laboratory techniques and skills coupled with conceptual
thinking as major teaching strategies for the implementation of the senior
secondary school biology curriculum.
1.3 PURPOSE
OF THE STUDY
The purpose
of the study is to identify the teaching topic in senior secondary school
curricular in Nigeria which includes: _ Emphasis on function methods of
teaching biology and English. _ Identification of difficult topic in biology
and English language in Nigeria. _ Infusion of relevant and functional skills
needed in recognizing teaching topics. _ bringing and identification of intended
curriculum in teaching biology and English in secondary school in Nigeria. _To
find out the extent to which student see new topic in both subject.
_To educate
and suggest some measure to be used to be taken by government to enhance
effective teaching of biology and English.
1.4.
SIGNIFICANCE OF THE STUDY
The study
will be of importance to government policy makers and leaders. It will be of
great benefit for students and researchers on teaching topics and teachers by
revealing to them reasons why they should identify teaching topic curriculum in
the senior secondary school in Nigeria.
The study
aims at providing a clear view and understanding of the importance topic that
will transmit employable skills to students. It must be added that this study
is of relevance not only to any particular country but also to developed and
underdeveloped to promote academic level and economics co-operation which
learning provides. Finally, writers in Nigeria will also find this work very
useful.
1.5.
RESEARCH QUESTIONS
Why does a
student perform low in biology and English language? Why does teacher apply
poor teaching method in teaching topic? What type of instructional material
used in teaching topic? What are the needed steps and methods to identify
teaching topic? What factors militate against study curriculum used in
teaching?
1.6.
DELIMITATIONS OF THE STUDY
To treat the
problem as a whole will be too much for the requirement of this work. Teaching
topic is large with different subject which has different topics therefore,
some topics were selected which is made up of the following. Animal kingdom,
plant, fungi, skeleton, reproduction, parts of speech, grammar, comprehension
and essay. These are characterized by some factors that have contributed to the
negligence of the teaching. One of these factors is the large nature of the
topic that S.S.2 was chosen which resulted in confusing them.
1.7.
LIMITATIONS OF THE STUDY
The study
covers the period of (2000-2010). This period has been chosen not to be
demonstrating the stages of transition of identification of topic but to show
the relevance of teaching topic curriculum in senior secondary school. Above
all, the instrument for data collection was of the major problems encountered
by the researcher made use of secondary sources of data collection which was
difficult to get because of some factors such as inadequate library material,
textbooks which should have made the research work. Again, some were faced with
financial problems and inadequate library materials which lead to a lot of
challenge to the students. S.S-2 TOPICS IN ENGLISH AND BIOLOGY There are lots
of topics in biology and English language to be identified. But among these
topics there are some that are very important which pose problems to the
student. Some of these topics are: – English language- noun phrase, pronouns,
forms of verb, phrasal verb, introduction to sequence of terms, adjuncts
complex sentence structure, technical and scientific writing, letter writing
under this:- Apology, Appreciation an complaint, Argumentative writing,
expository writing, English language registers, word relations, pronunciation
and spelling, rising tone, speaking skills , vowels and consonants. In biology,
we see topic like: – production, Ecology, roles of microorganisms, viruses’
pollution, and principles of diseases. All these topics tend to satisfy any
curriculum which requires identification level. Adequate attention has been
given to the most difficult topics of the scheme and the various aspects of
teaching methods have been adopted. All those topics that are seems to be
difficult to students help develop them both mental and physical. It helps to
develop them to the environment by
1. Train the
students in reading and comprehension.
2. Make them
master the usage of the part of speech.
3. Increase
their vocabulary and word power.
4. Train the
pupils in the art of correct letter writing and composition.
5.
Familiarize them with nature and scope of question.
6. Enable
them have on up to date general knowledge of worlds such as location and times,
other content information for instructor and teaching assistant such as
textbook, assigned reading books, calculators, lab vouchers etc. In all
syllabus and curriculum help student identify a topic in any subject. Also the
method of teaching and ability to learn will help the student and teachers to
identify topic syllabus and curriculum depend on the planning that precedes it.
It is designed to explore how the educational goals of a subject will be
achieved.
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