IDENTIFICATION OF DIFFICULT TEACHING TOPICS IN INTEGRATED SCIENCE IN JUNIOR SECONDARY SCHOOLS IN ENUGU URBAN AREA IN ENUGU STATE
ABSTRACT
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 findings.
TABLE OF CONTENTS
CHAPTER ONE
Introduction
1.1 Background of the Study
1.2 Statement of Problem
1.3 Purpose of Study
1.4 Significance of the Study
1.5 Scope of the Study
1.6 Research Questions
1.7 Limitation of the Study
CHAPTER TWO
2.0 Literature Review
2.1 Nature and Structure of Integrated Science
2.2 Qualified Integrated Science Teachers
2.3 Facilities and Equipment
2.4 Area of Difficulties Topics in Integrated Science
2.5 Causes of these Difficult Teaching Topics
2.6 Teaching Methods
2.7 Approach to the Teaching of Integrated Sciences
CHAPTER THREE
3.0 Methodology
3.1 Design of the Study
3.2 Area of Study
3.3 Population of the Study
3.4 Sample and Sampling Techniques
3.5 Instrumentation
3.6 Validation and Reliability
3.7 Administration of Instruments
3.8 Methods of Data Analysis
CHAPTER FOUR
4.0 Analysis and Discussion
4.1 Research Question One
4.2 Findings of some difficult Teaching Topic in
Integrated Science by Teachers
4.3 Analysis of the Results
CHAPTER FIVE
Findings, Summary and Recommendation
5.1 Findings
5.2 Summary
5.3 Recommendation
5.4 Area of Further Research
References
Appendix
Chapter one
1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Science and technology are concepts in national development which remain indelible in the mind of African and third world leaders according to Ochu and Ekezie (1974).
In Nigeria science was introduced into secondary school system as far back as (1880).
It was first taught as general science and later speared into physics, chemistry and biology. With the introduction of the core science subject, the general science came to be seen as the science subject which was suitable for the less able and it was recommended to the least science oriented and for those who do not intend to pursue science. Syllabus was therefore devised to contain basic elements of biology, chemistry and physics, which should be taught primarily to pupils in the low secondary school classes. (Anani 1977).
Although attempts were made to raise the status of general science with the introduction of a double credit O/level, yet people still questioned the rationale of mere putting together subjects. There was in the early sixties a new wave of thought about science in school rather than open into professional restricting under the conditions of normal classroom culture.
