IDENTIFICATION OF DIFFICULT TEACHING TOPICS IN INTEGRATED SCIENCE AND COMPUTER SCIENCE OF JUNIOR SECONDARY SCHOOL CURRICULUM

1.1 Introduction

Teaching Computer Science and Integrated Science offers considerable challenges and teachers express concern and apprehension when dealing with the situation. Teachers’ lack of confidence when teaching topics outside their area of expertise is manifested in different ways such as when preparing lesson plans, choosing or devising activities and analogies to aid students’ learning, answering students’ questions, linking and applying various concepts and principles to everyday life situations, generating students’ interest and passion for the Integrated Science.

As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.

1.2 Background of Study

Over the years, Integrated Science and Computer 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 2017). Since Integrated Science was introduced into the syllabus in 1970 with proper study, so many problems like incompetent of the teachers, lack of teaching materials, improper teaching approach and the rest of them have evolved leading to non-learning interest by the students.

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. There is hesitancy on the part of both school teachers to try out innovations in classroom teaching. Activities are rarely included in the classroom deliberation and laboratory programme are seldom organized as an opportunity of exploration.

Agarkara (2014) stated that teachers learn very little from experience in the classroom on that capacity of mastering science and new technology logics. Since Iloputaife and Eze (2014) has tried to propose the following tasks.Lip dating and improving the quality of science teaching integrating scientific education and human features, developing a comprehensive approach for science curricula. Focus has been put on teachers processes so as to promote the teachers understanding of scientific method and rationality but the reality of lack of resources in most countries has impeded them adjusting both the contents of their curriculum and textbooks in consequence, and the training of their integrated science teachers which often remains of very poor quality.

The curriculum is inter-disciplinary and it is supposed to provide the teachers to see the concept and the pedagogical principles which unify the separate subject matter thus harmonizing the knowledge derived from the integrated. The course is supposed to provide the teachers with a broad view of science which enlightens his interactions with his environment of this mental manipulative and social skills UNESCO - UNICEF (2011). Essentially, integrated science is designed to develop interest in the teaching that his is encouraged to pursue further student in science discipline. Secondary school was to lay a solid foundation in the learners early study of science for further studied. A significant proportion of Nigeria J.S.S integrated science. Teachers do not achieve as well as they should in integrated science examination (Iloputaife and Eze, 2014).

In this particular research, they researchers would wish to find out if lack of students attitude towards integrated science and computer science can cause the difficult teaching and learning topics in the junior secondary school integrated science and computer science in the system. Whether lack of the use of instructional materials in the teaching and learning of integrated science and computer science can also be the causes of difficult in the teaching and learning of integrated and computer science, finally, whether lack of proper teaching method can also cause the difficult in the teaching and learning of topics in the junior secondary school integrated science and computer science.

Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the difficult teaching topics in integrated science and computer science of junior secondary school curriculum.

1.3 Statement of Problems

Investigation revealed that there are factors that contribute to difficult teaching of topics on integrated science and computer science, which is as a result of employment of untrained teachers in the educational system, and the non utilization of instructional material in the teaching and learning process of these particular topics in integrated science and computer science.

The identification of difficult teaching and learning topic in the junior secondary school integrated science and computer science has been a problem to many teaching and learning topics in the both subjects. Also there is also other important factor, which is poor attitude of teachers towards the teaching of integrated science and computer science and the poor attitude of students towards the subjects and some people.

In the junior secondary school, class three, if this identifies factors should be looked into; it will enhance the teaching and learning of the topics in the system.

1.4 Aim and Objectives of Study

The aim of the study is to identify the difficult teaching topics in Integrated Science and Computer Science of Junior Secondary School (JSS) curriculum. In achieving this aim, the following specific objectives were laid out as follows:

1. To ascertain whether attitude of students towards learning contribute to the poor understanding of topics taught in JSS Integrated Science and Computer Science classes in the area under review;
2. To discover if lack of trained teachers is responsible for the difficulty in teaching and learning of topics in integrated science and computer science in JSS classes;
3. To find out if lack of the use of instructional materials in the teaching of integrated science and computer science cause the difficult in the teaching and learning of topics in integrated science and computer science in JSS classes;
4. To find out if the environmental factor is responsible for the difficulty in teaching and learning of topics in the JSS classes; and
5. To determine whether lack of proper teaching methods lead to difficulty in the teaching and learning of topics in the both subjects in JSS classes.

1.5 Research Questions

The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:

• Does lack of the use of instructional materials in the teaching of integrated science and computer science cause the difficult in the teaching and learning of topics in integrated science and computer science in JSS classes?
• Does lack of trained teachers is responsible for the difficulty in teaching and learning of topics in integrated science and computer science in JSS classes?
• Does lack of proper teaching methods lead to difficulty in the teaching and learning of topics in the both subjects in JSS classes?
• Is there environmental factor responsible for the difficulty in teaching and learning of topics in the JSS classes?
• What is the attitude of students towards teaching and learning contribute to the poor understanding of topics in JSS Integrated Science and Computer Science?

1.6 Research Hypothesis

In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.

Hypothesis One

• H0: Trained teachers is not responsible for the difficulty in teaching and learning of topics in integrated science and computer science in JSS classes
• H1: Trained teachers is responsible for the difficulty in teaching and learning of topics in integrated science and computer science in JSS classes

Hypothesis Two

• H0: Absence of proper teaching methods does not lead to difficulty in the teaching and learning of topics in the both subjects in JSS classes
• H1: Absence of proper teaching methods leads to difficulty in the teaching and learning of topics in the both subjects in JSS classes

1.7 Significance of Study

The finding of this study if applied should point out some of the or identify some of the difficulties in teaching and learning topics in the junior secondary school integrated science and computer science, and also things that can enhance the teaching and learning of topics in the integrated science and computer science in the JSS classes.

The finding of the study will help the educational administrators in policy formulation and provide them with the true factors responsible for the difficulties in these various topics in the teaching and learning of integrated science and computer science in the system. This will enable the educational administrators and planners in formulating the policy on curriculum development in the teaching and learning of integrated science and computer science in the junior secondary schools.

This study will be of immense benefit to other researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work. This study contributes to knowledge and could serve as a guide for other study.

1.8 Scope of Study

The scope of the research is focused on the Identification of Difficult Teaching Topics in Integrated Science and Computer Science of Junior Secondary School Curriculum. This research is restricted to some selected Junior Secondary Schools in Oredo Local Government Area of Delta State, Nigeria.

1.9 Limitations of the Study

During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:

1. Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
2. Research Material: availability of research material is a major setback to the scope of the study.
3. Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
4. Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.

1.10 Definition of Terms

Teaching:

It is the activities of educating/instructing or activities that involve impacting of knowledge or skill to learners or animals.

Interactive:

It allows information to be passed continuously and in both directions between a computer and the person who uses it.