IMPORTANCE AND PROSPECTS OF TEACHING SEX EDUCATION IN JUNIOR SECONDARY SCHOOL

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 ABSTRACT

This project is aimed at finding out the importance and prospects of teaching sex education in junior secondary school in Egor Local Government Area of Edo State. The concept of sex education, the importance who to handle the course and the enviable qualities that are expected to be possessed by the teachers who are to teach the course in schools and the effect who are to teach the course in schools is not introduced into the curriculum where highlighted in chapter one and two. The main research instrument for data collection was questionnaire, which was administered to students in the selected secondary schools. Five research questions were formulated to focus the researcher’s attention on certain issues, based on the analysis of the data collected; it revealed that the awareness of sex education will make students to be responsible to their family and the society. That it should also be taught to boys and girls, it also teaches that sex education helps to reduce the rate of fatherless babies and which the society will greatly benefit from. It was also discovered that sex education will not cause poor academic performance among students instead; it has positive effect on the moral behaviour of the student. The researcher finally discovered that sex education is highly needed in junior secondary schools. After a thorough research, findings on this topic, the researcher concluded that parents, teachers and the government should work hand in hand to help the school students of this situation.

 

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY 

       An important but most undermined phenomenon that has ploughed the society for many years is sex education. This phenomenon is so complicated that people have different view about it. These differences bring tolerance in security among some while it creates problems in some other ethnic groups where discussion of sex is taboo.

       Sex education is one of the major determinants of future stability in families of any nation. It is a comprehensive and systematic development programme extending from infancy to maturity. It is planned and directed to produce social and moral desirable sexual attitudes, practices and behaviour; Calder wood and Sloan (1982).

       Sex problem have had a very devastating effect on the individual in our society. Some people have wrong idea about sex education. This is not surprising considering the fact that many old people have their respective point of view about life.

        In a society where boys and girls admitted into the same school creates problem of physical problem and emotional involvement, which eventually results in arousing sexuality. This anxiety created in them; make them jump into this game of uncontrollable emotion.

       In this chapter, the researcher intends to have an overview of terminologies associated with sex before dealing with the scope of this study. Sex education is the instruction about sex and human sexuality which children are supposed to receive but many parents do not instruct their children about sex at all.

       With the greater freedom of discussion of sex in our society and the early maturity of children today. One would consider the introduction of sex education to our teenagers too early, the introduction of proper sex education to our youth or teenagers reduce many of the society problems that are facing us.

       Correct and relevant information should be given to teenagers about the changes and development they observe in their bodies during the period of maturity. The girls develop breast and pelvic bone broaden etc. these start about the age of twelve years (12) while the boys sexual organs matures, their chest widens and their larynx enlarges. This period in teenagers is very crucial in the life of an individual and many frustrations may occur during this stage such as school dropout, sexual immorality, juveniles delinquencies to mention a few.

       Gone are those days when sexual matter was hidden from children. They are expected to be given information about sex so as to break through the desire in them so that they will not go astray.

       Sex desire can lead to sexual immorality which can result to unwanted pregnancy. Most unmarried teenagers who have babies are carried away by sexual feelings and emotional desire. This can lead to abortion, sexually transmitted disease and so no.

       Religious groups and a taboo to the generality of the society consider sexual intercourse between two persons who are not married wrong. It can result to unwanted child, psychological problem for person involved.

       The need for the teaching of sex education in junior secondary school in Egor local government Area cannot be overemphasized. This is because of the influx of people from different ethnic groups into the locality. Egor local government area has not only increased in population and also in size. The need to actualize these sexual feelings becomes the evident when students are among themselves. But the forceful preventive warning of the parents only saves them temporary check on sexual tendencies amongst these youth. With the children sent to secondary schools and no true knowledge of sex education, a lot of problem easily comes into play as the students jump this game of uncontrolled emotional. As a place for the dissemination of knowledge, secondary school become the local point for introduction of sex education, since present generation involves itself in promiscuity and corruption, there is the need for them to be taught what sexual relationship is with this, a lot of changes will occur in the life’s of the students, parents and the community at large.

       According to Calder-Wood and Sloan (1982) the World War II marked the liberation of many attitudes about sex as well as the beginning of change in behaviour, leading individuals all over the world to advocate for children. The child study association of American in the 1920s led the way towards an open approach to all topics including sex education. Through more emphasis was placed on reproductive education since then, the concept has enlarged.

       Today sex education encompassed a wide range of biological, sociological knowledge. Today there is the awareness of the need for sex education in schools, churches and other institution of the growing concern over teenage pregnancy, Abortion, Venereal diseases, increased promiscuity, wide spread marital and sexual difficulties.

       Calder-Wood and Sloan (1982) both agree that traditionally, parent were chiefly responsible for the sex education of their children. Community agencies and religions bodies later joined the team but these groups of people were inadequate. Finally sex education became integrated in schools since they could reach the largest segment of the population as well as teaching sex education more objective teachers are  being trained in the higher institution of learning all over the world in order to teach sex education

Moreover, the knowledge of sex education will reduce threat of causality which would have resulted from illegal procurement of abortion by quack doctors, presently, sex education programme have been integrated into several secondary schools; education programme.

Therefore sex education should be given to children at any developmental stage because the foundation laid in the early life of the children will determine then stability and quality of their married life.

Sex education should be given to the teenagers through their parents, teachers, counselors and educators. It should also be introduced into secondary schools for teenagers of both sexes with this introduction alone, a lot of changes will occur in the life of the students, parents and the community at large.

STATEMENT OF PROBLEM

This study intends to emphasize the need for the introduction of sex education into secondary school and also to investigate, if sex education has positive or negative effect on students. Ignorance of sex and its problem is prevalent among secondary school students. The lives of students are shattered. With the passing of incorrect information among themselves, they get misled by others. Young people regard sex education as a fun rather than what it really is. They see it as a persona and private affair of the participants which is not really about sex education.

       The problem resulting from the lack of sex education to our youths is numerous. They are unwanted pregnancies increase in abortion, high incoherence of sexual transmitted disease and high rate of sexually promiscuity. All these have led to inability to concentrate, poor school performance, rate of school dropout, increase in illiteracy and over population, consequently, the educational opportunity of Nigerian youth is greatly affected and these posses a great lost on the society. To behavioural scientist, the introduction of sex education is proper, despite the increasing sexual problems is parents and schools are still not providing teenagers with proper knowledge of sex education.

       Many administrations have been greatly worried about the appropriate level at which sex education can be introduced. Who should teach sex education, what to teach and who to teach? It should however, be realized that sex education, if properly given does not arouse morbid curiosity but exactly the opposite to young people. The misinformation secrete, misinterpretation and fables about sex functions lead to dangerous consequences, therefore, information about sex education teaches and give an insight understanding of sex functions.

PURPOSE OF THE STUDY

       The purpose of this study is to know the relevance of sex education as a course in the school curriculum. The study also aim at finding out how sexual problem influence students. It would also educate the student to know that sexual relationship is an implication of sex promiscuity.

       The purpose for this study knows the positive and negative effect it has on students. It is also aimed at knowing the benefit it has on students and the society at large. It is also to seek and find out the various ways in which the teaching of sex education can be taught who to teach it and the goals to be achieved from teaching sex education.

       This study will add to knowledge especially when the study is based on sex education. With the highlighting of this study, it opens the eyes of the educational administrators and the curriculum planners to know the importance of sex education as a course to be introduced with the curriculum so as to enlighten the teenagers and the society at large.

       The outcome of this research programme will enable the readers to identify the need for teaching sex education in junior secondary schools it is hoped that through the findings, the various misconceptions on the issue of female sex education will be corrected. There can be nothing more damaging to effective sex rejection than shame, embarrassment, untruthfulness, no timidity about sex etc.

       Solving the issue of sex education teaching in junior secondary school in Egor local government area will go a long way in improving on the health of every individual or students school performances, population growth and therefore improve the standard of living in the society.

The research questions that are required for the purpose of this study include the following:

1) Is sex education relevant as a course to be taught in education?

2) Are there trained personnel to handle the course?

3) Of what benefits is sex education to the pupils, students and the society at large?

4) What effect will the introduction of this course have on the moral behaviour of the students?

5) Will the introduction of this course make student become juvenile and dropout from schools?

SCOPE/DELIMITATION

       A study like this embraces all areas but the researcher cannot cover all the scope therefore, the researcher selected three (3) secondary schools in Egor local government area of Edo State and a sample of teachers in the selected schools and parents. Sex education is a very broad topic. It is necessary for everybody not just student or adolescents, however. This is limited to the teaching of sex education in junior secondary school curriculum. 

EVALUATION OF GUIDANCE AND COUNSELING IN ABUBAKAR GUMI COLLEGE. 

 

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This research assessed guidance and counseling service in Abubakar Gumi College, Sabo Kaduna. Efforts were made to assess the conditions the quality of the available counselors and awareness created in the students. The results showed that the Guidance Counselor, through qualified, is not efficient and adequate. The guidance programme is poor organized with no facilities such as guidance counseling offices, large enough for group counseling libraries, computers, and shelves etc. students also do not show any interest in the programme since their interests were not aroused. All of these shortcomings have contributed to student’s poor academic performance in both internal and external examination.

 

TABLE OF CONTENTS

 

CHAPTER ONE: Introduction

Background of the study       –      –      –      –      –      –      –      1

Purpose of the study      –      –      –      –      –      –      –      2

Significance of the study       –      –      –      –      –      –      –      3

Research Questions –      –      –      –      –      –      –      –      5

Scope and Delimitation of the study     –      –      –      –      5

 

CHAPTER TWO: Literature Review

Introduction    –      –      –      –      –      –      –      –      –      7

Concept of guidance and counseling     –      –      –      –      8

Disparity between Guidance and counseling         –      –      –      13

Brief History and development of guidance and

In Nigeria Counseling     –      –      –      –      –      –      –      16

Review of Guidance Practice of the National

Policy on Education        –      –      –      –      –      –      –      –      18

Need for guidance and counseling in Nigeria school            –      21

The school guidance service   –      –      –      –      –      –      27

Problems militating against effective guidance      –      –      33

Strategies for improvement of Guidance counseling     –      38

Previous research findings on guidance counseling       –      –      40

Summary of the chapter       –      –      –      –      –      –      –      42

 

CHAPTER THREE: Research Methodology     

Introduction    –      –      –      –      –      –      –      –      –      43

Research design     –      –      –      –      –      –      –      –      43

Area of the study    –      –      –      –      –      –      –      –      43

Population of the study –      –      –      –      –      –      –      44

Sample and sampling procedure    –      –      –      –      –      44

Instrument for data collection       –      –      –      –      –      –      45

Instrument for Data       Analysis – –      –      –      –      –      –      46

Validity and Reliability of instrument     –      –      –      –      46

 

CHAPTER FOUR: Data Presentation & Analysis

Introduction    –      –      –      –      –      –      –      –      –      47

Summary of Data   –      –      –      –      –      –      –      –      47

Presentation and Analysis of Data –      –      –      –      –      48

Discussion of Results     –      –      –      –      –      –      –      53

 

CHAPTER FIVE:    Summary, Conclusion, Recommendation and Suggestion

Introduction          –      –      –      –      –      –      –      –      57

Restatement of the problem  –      –      –      –      –      –      57

Summary of procedure   –      –      –      –      –      –      –

Major finding         –      –      –      –      –      –      –      –      58

Discussion and findings  –      –      –      –      –      –      –      59

Summary and Conclusion to the chapter      –      –      –      –      63

Recommendation    –      –      –      –      –      –      –      –      64

Recommendation for further study-      –      –      –      –      –      65

Reference              –      –      –      –      –      –      –      –      66

Questionnaire         –      –      –      –      –      –      –      –      69

 

CHAPTER I

INTRODUCTION

Background of the Study

It has been very glaring that Guidance and Counseling has been lacking in our educational system, until recently, this discipline has been grossly omitted in the system. Due to the absence of career guidance, many students have not got the proper skill to function effectively in the world of work. A good number of students have not been able to examine their potentialities and attempt to find career that will bring them job satisfaction; this may be attributed to either not Listening to a guidance counsel or not receiving counsel at all. It is therefore imperative to expose out students to various methods or ways of choosing the right career, this cannot be over emphasized. It has been discovered that most schools do not have a functional guidance and counseling rather what exist is a miniature office occupied by teaching staff who offers skeletal guidance occasionally to students a wall as still teach his/her complete weekly periods, hence not having time for the guidance and counseling services.

 

In view of this schools are encouraged to have a solid and functional guidance and counseling programme being headed by a qualified counselor to meet the individual needs of the students.

 

Abubakar Gumi College, Kaduna is situated in the South of Kaduna in Chikun Local Government within Sabo Locality.

 

The school is fairly a large one with a population of approximately two thousand, eight hundred students hence, it obviously needs the services of more than one qualified guidance counselor, to meet the guidance needs of the students. As a staff of the school. I do agree that there exist a guidance counselor but of course this study will determine if it is continuously functional, how qualified and adequate the personnel is.

 

Purpose of the Study

The research is designed to examine and avert the various problems associated with students studying courses that find no relevance to our society, hence the need to enquire whether the students had no form of guidance while in secondary school. Specifically, this study.

1)   Investigate current Guidance and counseling programmes practiced in our secondary schools with specific reference to Christ Ambassadors’ College.

2)   Ascertain the extent to which the available guidance counselors engages in the programme as well as the extent to which students actually makes use of the available guidance counsel.

3)   Identify strategies for improvement and promote effective guidance counseling programme in our secondary schools.

4)   Identify strategies for improvement and promotion of effective guidance counseling programme in our secondary school.

PORTRAYAL OF WOMEN IN WIVES REVOLVE AND OUR HUSBAND HAS GONE MAD AGAIN

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1.1     Background of the Study

The Insourcing and/or Outsourcing decision is referred to in purchasing as sourcing policy decision and it is one of the most important decision points for any organization because it has a multiple and web like effect on the life of the organization.

Managers of businesses most especially manufacturing organizations faces a series of important and determining questions which must be answered correctly if the organization is to succeed in midst of competition.

The Purchasing Manager must first address the question of which product or service best fits the needs of the organization and should the organization produce (make or insource) what is consumed or buy from outside suppliers? The questions arising from this is that, if they decide to buy from outside suppliers, will the organization buy from a single supplier (single source) or from several suppliers (multiple source); even when that is answered, the questions will still be, should we buy directly from manufacturers or use intermediaries or may be, the organization should both insource and outsource simultaneously.

However, before an organization can come to any decision as to whether to make what it consume inhouse or to buy from outside suppliers (outsourced) several factors such as financial consideration, cost consideration, core competence consideration and a way they will have to be critically analyzed to see how they will affect the organization productivity.

Outsourcing therefore, is a purchasing policy where outside suppliers are engaged to supply an organization with its materials requirements.

Insourcing on this other hand signifies a situation where what the organization needs, it produces and consumes. Several factors as already indicated will need to be explained before an organization could come to any of these sourcing policy decisions. These shall be the fulcrum of this study.

1.2     Statement of the Problem

In an attempt to enhance their competitiveness, organizations are increasingly turning to outsourcing. The argument is that outsourcing is a way of achieving strategic goals, reduce cost, improve customers satisfaction and to provide other efficiencies and effectiveness (overall productivity).

However, NOCACO has long been using outsourcing in the realization of its needed materials, yet with the supposed advantages of outsourcing. The organization has experience a tremendous fall in productivity, cost of doing business has become almost exorbitant, quality has been falling and market shares and sales have also fallen.

Another issue that calls for concern is that, the organization has been using single sourcing policy which sometimes causes delays in the supply of necessary materials used for production. The question that emanates from these issues for this study is that, should the organization continue with the outsourcing policy and examine other factors or considers insourcing policy? Or should the organization insource and outsource at the same time?

1.3     Objective of the Study

The researched is aimed at setting the effect of insourcing or outsourcing decision on the productivity of Northern Cable Processing and Manufacturing Company (NOCACO) Kaduna.

The main objective is built around a number of specific objectives, among these are:

i)                   To determine the process the organization follow in outsourcing of contracts.

ii)                To identify criteria for insourcing or outsourcing.

iii)              To examine the benefits of insourcing or outsourcing.

iv)              To identify the cost involved in Insourcing or outsourcing decision.

v)                To determine the effect of insource and outsource on productivity.

1.4     Significance of the Study

The research work is of immense significance.

the research will serve as a guide for other researchers who may want to do a further study on the same problem. It will also benefit the organization understudied, to help it make a better choices as to whether to insource an activity or outsource it. The general public will also benefit from the explanation of this five principle, other manufacturers and service providers will also find it handy and helpful in deciding on the questions whether to insource or outsourced; and the implications for each decision taken.

MOTIVATIONAL NEEDS OF PUBLIC PRIMARY SCHOOL TEACHERS IN NIGERIA.

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Teacher motivation naturally has to do teacher’s desire in participation in the education process. Motivation is commonly assumed to be a good thing that goes in influencing individual’s behaviors and performance at work. The study addressed the motivational needs of teacher’s the factors responsible for lack of motivational of the teacher’s and strategies for improving the motivational needs, these needs include from society, good school building and entitlement. Furthermore, poor payment of salary and entitlement, poor school building conditions, lack of respect from the society are some of the factors responsible for lack of teacher’s motivation. However restoration of teachers past glory will go a long way in motivating teachers, salaries must be paid as at when due and teaching facilities and to enhance teachers productivity.

 

TABLE OF CONTENTS

Title page       –      –      –      –      –      –      –      –      –      i

Declaration     –      –      –      –      –      –      –      –      –      ii

Certification    –      –      –      –      –      –      –      –      –      iii

Dedication      –      –      –      –      –      –      –      –      –      iv

Acknowledgement  –      –      –      –      –      –      –      –      v

Abstract –      –      –      –      –      –      –      –      –      –      vi

Table of Contents   –      –      –      –      –      –      –      –      vii

 

CHAPTER ONE: Introduction

Background of the study       –      –      –      –      –      –      –      1

Statement of the general problem        –      –      –      –      –      5

Objectives of the study –      –      –      –      –      –      –      7

Significance of the study       –      –      –      –      –      –      –      7

Scope of the study –      –      –      –      –      –      –      –      9

Limitations     –      –      –      –      –      –      –      –      –      9

 

CHAPTER TWO: Literature Review

Introduction    –      –      –      –      –      –      –      –      –      10

Motivational Needs of Teachers     –      –      –      –      –      10

Factors responsible for lack of motivation     –      –      –      38

Strategies for Importing Teachers motivation      –      –      –      44

 

CHAPTER THREE: Research Methodology     

Introduction    –      –      –      –      –      –      –      –      –      59

Research design     –      –      –      –      –      –      –      –      59

Area of the study    –      –      –      –      –      –      –      –      60

Population of the study –      –      –            –      –      –      60

Sample and sampling procedure    –      –      –      –      –      60

Instrument for data collection       –      –      –      –      –      –      60

Validity of the instrument      –      –      –      –      –      –      61

Reliability of the instrument   –      –      –      –      –      –      62

Data collection       –      –      –      –      –      –      –      –      62

Method of Data Analysis        –      –      –      –      –      –      –      62

 

CHAPTER FOUR: Data Presentation & Analysis

Introduction    –      –      –      –      –      –      –      –      –      63

Presentation and Analysis of Data –      –      –      –      –      64

 

CHAPTER FIVE:    Summary, Conclusion, Recommendation and Suggestion

Introduction          –      –      –      –      –      –      –      –      79

Restatement of the problem  –      –      –      –      –      –      79

Description of procedure Used      –      –      –      –      –      80

Summary              –      –      –      –      –      –      –      –      81

Conclusion             –      –      –      –      –      –      –      –      82

Recommendation    –      –      –      –      –      –      –      –      82

Suggestion            –      –      –      –      –      –      –      –      84

Reference              –      –      –      –      –      –      –      –      85

Appendix               –      –      –      –      –      –      –      –      89

 

CHAPTER ONE

INTRODUCTION

Background of the Study

Motivation is the term used to describe the processes, both instructive and rational which people seek to satisfy their basic derives, perceived needs and personal goal which trigger human behaviour (Cole 1885) it is indeed the force that energize behaviour. The task before the researcher is to know what actually motivates teachers to work hard and use those factors to proffer solutions in order to get the best from the teachers or allow the teachers to contribute effectively towards the accomplishment of the set goal and to satisfy their own needs in the process.

 

An employer should be aware that the employees have different needs, different desires for responsibility, different level of knowledge and skills and different passive and are manipulated, motivated and controlled by the government as the knows what the citizens need and provide some of these needs. Needs may also be as a result of behaviour for instance a person’s needs for accomplishment may be made stringer by the satisfaction he derives from achieving a desired goal or it may be dulled by failure (William 1993).

 

Teachers education is one of the mainstays of democracy and national stability in the country because teachers in any country are said to be the most reliable industry that can put the country on lead the load to self – reliance because teacher’s are the producers of the manpower needs of the nation which will in turn provide the needed skills and labour of every sectors, example industrial, technological, health, scientific and social which form the core of the nations self – reliance.

 

The teacher is a vital factor to be reckon with in any educational system. Education is a must in the life of a nation that aspires for greatness. Good education must be qualitative and functional. A qualitative and functional education relies largely on a core of devoted, knowledgeable, competent and well – trained teachers who are exposed to real life situation State Primary Education Board (SPEB, 1994).

 

The continuance and survival of our educational system at all levels depends largely on the quality and quantity of professional teachers. This can only be achieved by meeting the motivational needs of teachers, need identification refers to what you require to enable you to do your work more effectively. But to say this is easier than doing it for various reasons.

 

Firstly, your own needs as an individual are forever changing as you grow older and more and more matured. Secondly the nature of your job, whether as a teacher or head continues to evolve, partly because of the results of the development of your own country, but also because of new inventions and the changing relationship of the human race to planet earth (Sisimayi, 1993)

 

According to Best (1984) “Education was seen as the necessary instrument immediately and essentially for the consolidation of the independence for securing the new nation against neocolonialism and for making workable the newly established self – government in a multi – ethic society” In view of this, mass education at least to the level of literacy was also viewed by the Nigeria leaders to be the basis to create a proper foundation for a democratic government. Up to date the desire to use education for national building has been very compelling, and so much as the faith in education that the school of the socialization but also for other social functions and for economic growth and development In attempt to achieve these goods, Universal Primary Education (UPE) and the Universal Basic Education (UBE) were introduced nationwide 1970 and 2000 respectively, although before these times, these were seen  and practiced in some parts of the country like the former western Nigeria under the late Chief Obafemi Awolowo. Today, Nigeria has witnessed a phenomenal expansion at all levels of her education.

 

Even though, the laudable motives seemed to justify the very high cost of the expanded education programme, especially of the late 1970s the schools in Nigeria are not really effective engines for the resulted into very disappointing performance at the school level, and as the basis of further academic achievements, the situation actually tends towards threatening the future of the nation. This situation is so because the able leaders that will be produced for the future cannot be illiterate and ignorantly trained.

 

The ugly situation has been causing a lot of concern and fears to various government quarters educationist, philanthropist, parents and the generality of the Public. Kolo, (2000) concluded that “This declining trend has been causing a lot of concern and fears in of various governmental quarters since the report concluded that the nation is heading for the breeding of generations illiterate Nigerians. The failure of Nigerian schools is thus indicating that the health and well – being of the nation’s society may be in jeopardy”.

 

Statement of the Problem

The problem for the study is that primary school teachers are not properly motivated because the authorities and the society as well as the system do not in any way seem to meet their needs, morally, economically, psychologically, socially to mention just a few, hence, that is why you see teachers are not given the due respect in the society but even pupils that they teach, because of their low level of economic power in the society that worship material rather than dignity. They are most at times treated and considered as nothing in the eyes of the society. It is in the light of the above that this research intends to investigate their motivational needs so that at the end of the study, solutions will be provided or recommended that can give the teacher his rightful place in the society.

 

Ironically, it can be seen or observed that teachers at all levels are relegated to the background and teaching itself which hitherto was humble, respected and highly motivated profession has become a job and thus becoming a dumping ground that is not respected by even those in the teaching profession talk less of others. While those in charge of ensuring adequate monitoring supervision and evaluation as well as reward of the system goes to the hard working staff and punishment go to the truants are nonetheless not doing their work because they too are not motivated. Worst hit by this act of share neglect are the primary school teachers who most of the time are teaching under a very pathetic and unfavorable atmosphere that portrays nothing but the ghost shadow of this noble profession.

THE IMPACT OF EFFECTIVE PLANNING ON TEACHING AND CURRICULUM DEVELOPMENT ON TEACHING AND LEARNING OF INTEGRATED SCIENCE.

 

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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.