Academic journal article Techno Learn

Problems and Prospects of Teaching Integrated Science in Secondary Schools in Warri, Delta State, Nigeria

Academic journal article Techno Learn

Problems and Prospects of Teaching Integrated Science in Secondary Schools in Warri, Delta State, Nigeria

Article excerpt

Introduction

Teachers, especially in developing countries, have long demanded to be given professional status. Before now it was like a dumping ground, where anyone who cannot get a desired job takes teaching as the last resort or means of income (Nemine, 2008). Personal experience shows that even secondary school graduates at a time entered into the teaching field just to utilize time while waiting for admission into tertiary institutions. These classes of people have not had any form of teacher training education and do not have prior knowledge of learning theories and principles or acquisition of teaching skills and methods. This made the teaching field a place for all, which does not reflect or portray teaching as a profession. According to Okeke (2004), trend analysis of the educational development in Nigeria points to the fact that there had been dearth of teachers with requisite aptitude, sufficient education, and specialized skills for the effective performance of the crucial role of teaching in the classroom.

However, in recent time teaching has gone beyond what ordinary person along the street can enter into, because it has to do with professionalism and specialization.

This is in line with the guideline of National Policy on Education (FRN, 2004) section 8; sub-section 70B which outlined that the minimum teaching qualification into the teaching profession shall be Nigeria Certificate in Education (NCE). This is a proof that teaching is professionalized in Nigeria. The National Policy on Education (FRN, 2004) section 8, sub-section 74 and 75 outlined that:

Teacher education shall continue to take cognizance of changes in methodology and in the curriculum. Teachers shall be regularly exposed to innovations in their profession; in- service training shall be developed as an integral part of continuing teacher education.

Laudable as these provisions may seem, experience shows that there have been aberrations to this rule.

Purpose of the study

This paper aims at finding out the problems of teaching integrated science in public and private secondary schools in Warri, Delta state, Nigeria. The paper will especially examine the basic reasons that could cause poor performance of students at the junior secondary schools in Delta state of Nigeria.

Research questions

The paper attempts to provide answers to the following research questions.

1. What are the causes of students' poor performance in sciences at senior secondary schools in Delta state?

2. What is the impact of specialist teachers in the area of integrated science?

3. What can be done to increase students' interest and performance in integrated science as well as the sciences generally?

Methodology

The study employed the survey type of descriptive research. The population consisted of five public secondary schools and five private secondary schools in Warri, Delta state. The multi stage sampling technique was used to select the subjects for the study. The tool used was a structured questionnaire. Of the 360 copies of the questionnaire that were administered, 300 copies were answered in full and these were analyzed using percentage and stanine test.

Features of Teaching as a Profession

Teachers are the major factors in implementing the educational objectives and policies and, as such, should be respected and recognized in any country, because when something goes wrong within the educational system, the teachers are first to be blamed (Koko & Nwiyi, 2007). Teaching as a profession has the following features according to Nemine (2008):

* Period of specialized training: Teachers go through formal school e.g. Colleges of Education, universities and other institutions running educational courses.

* Code of conduct: Teaching has its recognized code of professional ethics and conduct.

* Professional organization: Teaching has a body of professional colleagues who share the same ethical codes for instance ASUU in Universities and COEASU in Colleges of Education and the Nigerian Union of Teachers (NUT). …

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.