TABLE OF CONTENTS
Title Page i
Approval Page ii
Dedication iii
Acknowledgements iv
Table of Contents vii
Abstract viii
CHAPTER ONE: INTRODUCTION
Background of the Study 1
Statement of the Problem 4
Research Questions 5
Purpose of the Study 6
Research hypotheses 7
Significance of the Study 8
Scope of the Study 8
Operational definition of Terms 9
CHAPTER TWO: REVIEW OF RELATED LITERATURE
Introduction 10
The Status of Integrated Science in School Curriculum 10
Problem Associated with the Teaching of Integrated Science in Secondary School 12
Prospect of Integrated Science in secondary school curriculum 18
Appraisal of the related literature reviewed 23
CHAPTER THREE: RESEARCH METHODS
Introduction 24
Research Design 24
Population for the study 24
Sample and Sampling Techniques 25
Research Instrument 25
Procedure of Data Collection 26
Scoring of the Instrument 26
Method of data analysis 26
CHAPTER FOUR: DATA ANALYSIS
Introduction 27
Data analysis and results 27
Hypotheses Testing 31
Summary of Findings 34
CHAPTER FIVE: DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS
Discussion 36
Conclusions 39
Recommendations 40
References 43
Appendix 44
ABSTRACT
         The study investigated the problems and prospect of Integrated Science as a basis for studying science at Senior Secondary School level in Moro Local Government Area. Data were collected for 200 purposely selected science teachers from the schools. Data collected were analyzed using frequency count, percentage t-test and ANOVA.
         The results indicate that even there is a good prospect of using Integrated Science for science; it is bedeviled with many problems which could limit the chance of future scientists. On the comparison, there were no significant differences in the N.C.E., graduates professional teachers and non – professional teachers’ perception of problems and prospects of science for studying science at SSS level. However, significant differences were observed on the basis of experienced and less experienced teachers. Based on this outcome, it is recommended that professional science teachers and science equipments should be provided to all laboratories in schools.
CHAPTER ONE
INTRODUCTION
Background to the Study
For any nation to be recognized among the committee of nation, that country need to improve it’s scientific and technological know how. These can only be achieved through well and articulated, science education, if those concerned with designing of educational policy, develop the science curriculum in ways that are aimed at improving scientific knowledge and positive attitude toward science. They can also be achieved by exposing the younger ones to sciences from the junior secondary school (i.e. JSS) level of their education through the integrated science curriculum.
Integrated science is a basic science subject offers at junior secondary (JSS 1 – 111) level of Nigerian educational system of education. It is the integration of the basic concepts of the major science subjects like Biology, Physics, and Chemistry aimed at preparing them for the study of science in their senior secondary school (SSS) level of education.
According to the National Policy on Education (2004) the junior secondary school will be both prevocational and academic and will teach basic subjects which will enable pupils to acquire further knowledge and skills (PAR 19(4) p.17). The importance of the above statement cannot be overemphasized. First of all, integrated science teaching is expected to use students’ basic knowledge as indicated above. This will in turn feed the different sciences at SSS level in preparation for studies as the tertiary institutions. Thus, these groups will constitute the nations future scientists in medicine, pharmacy, engineering and the like.
In furtherance of these objectives, there is need for provision of science teachers to the teaching of integrated science. The over populated students at this level (Adegbite, 1991) provide laboratory facilities and equipments used as the chemicals for experiments. Fatola (1992) pointed out it, is when these have been provided that the authorities can be said to have laid down the foundation for science and technology.
But Akanbi (1998) noted that there are many problems that frustrate efforts of realizing the aims of science education in Nigeria. According to him, the most notable of these is the non-science principals of secondary school. This is because they do not understand and appreciate or recognize the need to improve science in their schools. They tend to every subject irrespective of their importance, to be rated equally.
The government policy is adversely affecting the effective teaching process of science education. This is because, education has been politicized. All these and other constitute problems of science education, integrated science inclusive.
More local government area of Kwara State has about seventeen (17) secondary schools. In these schools, integrated is taught as a core subject at the SSS level. Even though about three over five of the schools have what can be called laboratories. Most of them are empty in terms of facilities and equipment science teachers in these schools can also be described as inadequate.
Statement of the Problem
