CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Science is an intellectual activity carried on by humans that is designed to discover information about the natural world in which humans live and to discover the ways in which this information can be organized into meaningful patterns.
A primary aim of science is to collect facts (data), an ultimate purpose of science is too discern the order that exists between and amongst the various facts.
Ezendu (2002) defined Science is a body of knowledge, which is acquired through observation and systematic experimentation.
Ogbonna B. B. (2000) defined science as complex human activities, which culminate in the production of a body of universal statement, which serve explain the observable behaviour of universe or part of it and which is in them, have predictive characteristics. The Columbia encyclopaedia (1963) defined science as an accumulated and systematized learning in general usage restricted to natural phenomenon.
According to Dr. Sheldon Gottlieb in a lecture series at the university of south Alabama defined science as a consists simply of the formulation and testing of hypotheses based on observational evidence, experiments are important where applicable but their function is merely to simplify observation by imposing controlled conditions.
Khabela (1975) in Bajah (1978) defined Integrated Science as an approach to the teaching of science, of which concepts and principles are presented so as to express to fundamental unity of scientific thought and avoid premature or undue stress on the distinction between the various scientific fields. Also stressing the unified nature of science, Cohen (1977) had this to say. Integrated Science course eliminates the repetition of subject matter from the various sciences and does not recognize the traditional subject boundaries when presenting topics of themes.
Integrated Science came in Nigeria in 1968, West Africa Examination Council (WAEC) asked (STAN) Science Teachers Association of Nigeria to review and improve syllabus.
The written workshop was done at University of Ibadan in 1970. Other workshops were held in 1971 and 1972. Then textbooks 1&2 with workbooks and teachers guide were produces and introduced into the junior secondary schools Comparative Education Study Adaptive Centre (CESAC) and Educational development over seas sponsored the workshop and the working section through the British council in Nigeria.
As the integration of these Science courses, Integrated Science which should be taught as a unified science, not just as Chemistry or Physics or Biology. Because teachers that are not integrated science inclined teach integrated science either as Physics or Chemistry or Biology.
United Nation Education Scientific and Cultural Organization (UNESCO) give material support while Nigeria limited publishers published restricted science teaching to only those in higher classes, however the period from 1968 to 1970 witnessed a series of joint effort by Science Teachers Association of Nigeria (STAN) and Comparative Education Studies and Adaptive Centre (CESAC) to redesign science to meet the need of loss science oriented. Students are to be taught in junior secondary classes, hence the introduction of “Integrated Science”.
Okoli (1978) stated that integrated science program evolved as a rescue operation to replace absolute and un-interesting general science courses.
Chukwuemeka (1981) states that Nigeria Integrated Science is inter-disciplinary, integration as well because Nigeria Integrated Science is an integrated of nature of science. Integrated Science materials development in Nigeria was a deliberate attempt to achieving a specific national design.
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.
The integration of these three main sciences courses and some others to bring about Integrated Science, a lot of problems arise during the process. The idea of Physics, Biology and Chemistry has been adapted respectively but to no avail, we therefore have to go into this research to find a possible solution to the many problems.
Therefore, saying that the teaching and learning of Integrated Science in junior secondary schools is very essential no doubt as it regarded as a yard stick in the development of any nation.
1.2 STATEMENT OF THE PROBLEMS
The ultimate aim of education is to provide a knowledge of the world. In effort to do this, knowledge has been divided into a system of studies called subjects with science as one of the elements of the system.
Integrated Science therefore attempts a unified view of the world, thus some of these problems arose as a results of giving birth to Integrated Science in junior secondary classes.
Firstly, the problem of integration of Science courses to help those who may not continue with sciences at a glance or little knowledge about Sciences.
Secondly, the facilities of teachers teaching all this important subject is a matter of importance.
The problems to be solved in Integrated Science are itemized below;
- Is the government funding Integrated Science project.
- What are teachers” attitude in teaching of Integrated Science in junior secondary schools.
- Are student interested in learning Integrated Science.
- Is the time allocated to teaching Integrated Science adequate.
1.3 PURPOSE OF THE STUDY
The main purpose of this study is to, find lasting solutions to the problem of teaching and learning Integrated Science in junior secondary schools, the study will examine.
It is also important to note that the teachers, facilities for teaching (laboratories) are worthy of note as it affect the teaching and learning of Integrated Science drastically, the way students see integrated science is also important, as some students see it as a difficult subject to study, the Government Funding integrated science is necessary.
1.4 SIGNIFICANCE OF THE STUDY
This study is very essential to the extent that it helps to identify most suggestions, for improving the teaching and learning of Integrated Science in junior secondary schools. Students are future scientists; the need to bring them up with the right attitude is the sole responsibilities of the government, teachers, students, society.
The government, the promises and challenges of Integrated Science leads to greater integration of science and government in the age of rapid information exchange, science could offer the added benefit of integrated science to address natural resource management issues. Integrated Science as a whole picture seen that considers all the relevant issues and of natural resource management that are of major national benefit changes to the way science, government and stakeholders are involved conduct business and do research.
Integrated Science graduates are able to work with private or government employers in their area of and technology. Affillate program designed to provide economic benefits through research government agencies, and non profit organizations.
The teacher, the effects of Integrated Science process skill instruction on presented, whole only the benefits of teaching the Integrated Science process skills were mentioned, and investigator to measure prospective elementary teachers attitudes about using Integrated Science unit allow the teacher to assume the role of facilitator which most educators agree is the teaching, salary, benefits, Integrated Science teacher qualifications. Excellent organizational skills and strong interpersonal skills, excellent computer/technology, multimedia skills.
Students, the effect of Integrated Science process skill instruction on students enrolled in three intact elementary science methods classes at a large university presented.
The society, satellite observations to benefit science & society recommended missions for the next decade. An Integrated Science to benefit society by MICHAEL M. Crow scientists has made many great discoveries during the past 100.
Plant papers, the benefits of science & technology thanks to our science, millions of lives been saved from the clutches of these evils. Is the government funding Integrated Science project. What is the teachers’ attitude in teaching of Integrated Science in our junior secondary schools. Are students interested in learning Integrated Science. Is the time allocated to teaching Integrated Science adequate.
1.5 SCOPE OF THE STUDY
This study will be restricted to the problems facing Integrated Science in teaching and learning. The scope of the study will centre on the following:
Is the government funding Integrated Science project, the teachers attitude in teaching of Integrated Science in our junior secondary schools, are students interest in learning Integrated Science, and the time allocated to teaching integrated science adequate. Gender, teachers, students are the major variables that were looked into in the study.
1.6 RESEARCH QUESTIONS
- Is the government funding Integrated Science project?
- What are the teachers’ attitudes in teaching of Integrated Science in our junior secondary schools?
- Are students interested in learning integrated science?
- Is the time allocated to teaching integrated science adequate?
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following instructions and information if you will like to order/buy our complete written material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#10000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) immediately we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
HOW TO IDENTIFY SCAM/FRAUD
As a result of fraud in Nigeria, people don’t believe there are good online businesses in Nigeria.
But on this site, we have provided “table of content and chapter one” of all our project topics and materials in order to convince you that we have the complete materials.
Secondly, we have provided our Bank Account on this site. Our Bank Account contains all information about the owner of this website. For your own security, all payment should be made in the bank.
No Fraudulent company uses Bank Account as a means of payment, because Bank Account contains the overall information of the owner
CAUTION/WARNING
Please, DO NOT COPY any of our materials on this website WORD-TO-WORD. These materials are to assist, direct you during your project. Study the materials carefully and use the information in them to develop your own new copy. Copying these materials word-to-word is CHEATING/ ILLEGAL because it affects Educational standard, and we will not be held responsible for it. If you must copy word-to-word please do not order/buy.
That you ordered this material shows you have agreed not to copy word-to-word.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
Visit any of our project websites below:
www.easyprojectmaterials.com
www.easyprojectmaterials.com.ng
www.easyprojectmaterial.net
www.easyprojectmaterial.net.ng
www.easyprojectsolutions.com
www.worldofnolimit.com
www.worldofnolimit.com
www.nairaproject.com.ng
www.nairaprojects.com.ng
www.nairaproject.net
www.nairaprojects.net
www.uniproject.com.ng
www.uniprojects.com.ng
.
Tags: PROBLEMS AND POSSIBLE SOLUTIONS OF TEACHING AND LEARNING INTEGRATED SCIENCE
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Science is an intellectual activity carried on by humans that is designed to discover information about the natural world in which humans live and to discover the ways in which this information can be organized into meaningful patterns.
A primary aim of science is to collect facts (data), an ultimate purpose of science is too discern the order that exists between and amongst the various facts.
Ezendu (2002) defined Science is a body of knowledge, which is acquired through observation and systematic experimentation.
Ogbonna B. B. (2000) defined science as complex human activities, which culminate in the production of a body of universal statement, which serve explain the observable behaviour of universe or part of it and which is in them, have predictive characteristics. The Columbia encyclopaedia (1963) defined science as an accumulated and systematized learning in general usage restricted to natural phenomenon.
According to Dr. Sheldon Gottlieb in a lecture series at the university of south Alabama defined science as a consists simply of the formulation and testing of hypotheses based on observational evidence, experiments are important where applicable but their function is merely to simplify observation by imposing controlled conditions.
Khabela (1975) in Bajah (1978) defined Integrated Science as an approach to the teaching of science, of which concepts and principles are presented so as to express to fundamental unity of scientific thought and avoid premature or undue stress on the distinction between the various scientific fields. Also stressing the unified nature of science, Cohen (1977) had this to say. Integrated Science course eliminates the repetition of subject matter from the various sciences and does not recognize the traditional subject boundaries when presenting topics of themes.
Integrated Science came in Nigeria in 1968, West Africa Examination Council (WAEC) asked (STAN) Science Teachers Association of Nigeria to review and improve syllabus.
The written workshop was done at University of Ibadan in 1970. Other workshops were held in 1971 and 1972. Then textbooks 1&2 with workbooks and teachers guide were produces and introduced into the junior secondary schools Comparative Education Study Adaptive Centre (CESAC) and Educational development over seas sponsored the workshop and the working section through the British council in Nigeria.
As the integration of these Science courses, Integrated Science which should be taught as a unified science, not just as Chemistry or Physics or Biology. Because teachers that are not integrated science inclined teach integrated science either as Physics or Chemistry or Biology.
United Nation Education Scientific and Cultural Organization (UNESCO) give material support while Nigeria limited publishers published restricted science teaching to only those in higher classes, however the period from 1968 to 1970 witnessed a series of joint effort by Science Teachers Association of Nigeria (STAN) and Comparative Education Studies and Adaptive Centre (CESAC) to redesign science to meet the need of loss science oriented. Students are to be taught in junior secondary classes, hence the introduction of “Integrated Science”.
Okoli (1978) stated that integrated science program evolved as a rescue operation to replace absolute and un-interesting general science courses.
Chukwuemeka (1981) states that Nigeria Integrated Science is inter-disciplinary, integration as well because Nigeria Integrated Science is an integrated of nature of science. Integrated Science materials development in Nigeria was a deliberate attempt to achieving a specific national design.
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.
The integration of these three main sciences courses and some others to bring about Integrated Science, a lot of problems arise during the process. The idea of Physics, Biology and Chemistry has been adapted respectively but to no avail, we therefore have to go into this research to find a possible solution to the many problems.
Therefore, saying that the teaching and learning of Integrated Science in junior secondary schools is very essential no doubt as it regarded as a yard stick in the development of any nation.
1.2 STATEMENT OF THE PROBLEMS
The ultimate aim of education is to provide a knowledge of the world. In effort to do this, knowledge has been divided into a system of studies called subjects with science as one of the elements of the system.
Integrated Science therefore attempts a unified view of the world, thus some of these problems arose as a results of giving birth to Integrated Science in junior secondary classes.
Firstly, the problem of integration of Science courses to help those who may not continue with sciences at a glance or little knowledge about Sciences.
Secondly, the facilities of teachers teaching all this important subject is a matter of importance.
The problems to be solved in Integrated Science are itemized below;
- Is the government funding Integrated Science project.
- What are teachers” attitude in teaching of Integrated Science in junior secondary schools.
- Are student interested in learning Integrated Science.
- Is the time allocated to teaching Integrated Science adequate.
1.3 PURPOSE OF THE STUDY
The main purpose of this study is to, find lasting solutions to the problem of teaching and learning Integrated Science in junior secondary schools, the study will examine.
It is also important to note that the teachers, facilities for teaching (laboratories) are worthy of note as it affect the teaching and learning of Integrated Science drastically, the way students see integrated science is also important, as some students see it as a difficult subject to study, the Government Funding integrated science is necessary.
1.4 SIGNIFICANCE OF THE STUDY
This study is very essential to the extent that it helps to identify most suggestions, for improving the teaching and learning of Integrated Science in junior secondary schools. Students are future scientists; the need to bring them up with the right attitude is the sole responsibilities of the government, teachers, students, society.
The government, the promises and challenges of Integrated Science leads to greater integration of science and government in the age of rapid information exchange, science could offer the added benefit of integrated science to address natural resource management issues. Integrated Science as a whole picture seen that considers all the relevant issues and of natural resource management that are of major national benefit changes to the way science, government and stakeholders are involved conduct business and do research.
Integrated Science graduates are able to work with private or government employers in their area of and technology. Affillate program designed to provide economic benefits through research government agencies, and non profit organizations.
The teacher, the effects of Integrated Science process skill instruction on presented, whole only the benefits of teaching the Integrated Science process skills were mentioned, and investigator to measure prospective elementary teachers attitudes about using Integrated Science unit allow the teacher to assume the role of facilitator which most educators agree is the teaching, salary, benefits, Integrated Science teacher qualifications. Excellent organizational skills and strong interpersonal skills, excellent computer/technology, multimedia skills.
Students, the effect of Integrated Science process skill instruction on students enrolled in three intact elementary science methods classes at a large university presented.
The society, satellite observations to benefit science & society recommended missions for the next decade. An Integrated Science to benefit society by MICHAEL M. Crow scientists has made many great discoveries during the past 100.
Plant papers, the benefits of science & technology thanks to our science, millions of lives been saved from the clutches of these evils. Is the government funding Integrated Science project. What is the teachers’ attitude in teaching of Integrated Science in our junior secondary schools. Are students interested in learning Integrated Science. Is the time allocated to teaching Integrated Science adequate.
1.5 SCOPE OF THE STUDY
This study will be restricted to the problems facing Integrated Science in teaching and learning. The scope of the study will centre on the following:
Is the government funding Integrated Science project, the teachers attitude in teaching of Integrated Science in our junior secondary schools, are students interest in learning Integrated Science, and the time allocated to teaching integrated science adequate. Gender, teachers, students are the major variables that were looked into in the study.
1.6 RESEARCH QUESTIONS
- Is the government funding Integrated Science project?
- What are the teachers’ attitudes in teaching of Integrated Science in our junior secondary schools?
- Are students interested in learning integrated science?
- Is the time allocated to teaching integrated science adequate?
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following instructions and information if you will like to order/buy our complete written material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) immediately we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
HOW TO IDENTIFY SCAM/FRAUD
As a result of fraud in Nigeria, people don’t believe there are good online businesses in Nigeria.
But on this site, we have provided “table of content and chapter one” of all our project topics and materials in order to convince you that we have the complete materials.
Secondly, we have provided our Bank Account on this site. Our Bank Account contains all information about the owner of this website. For your own security, all payment should be made in the bank.
No Fraudulent company uses Bank Account as a means of payment, because Bank Account contains the overall information of the owner
CAUTION/WARNING
Please, DO NOT COPY any of our materials on this website WORD-TO-WORD. These materials are to assist, direct you during your project. Study the materials carefully and use the information in them to develop your own new copy. Copying these materials word-to-word is CHEATING/ ILLEGAL because it affects Educational standard, and we will not be held responsible for it. If you must copy word-to-word please do not order/buy.
That you ordered this material shows you have agreed not to copy word-to-word.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
Visit any of our project websites below:
www.easyprojectmaterials.com
www.easyprojectmaterials.com.ng
www.easyprojectmaterial.net
www.easyprojectmaterial.net.ng
www.easyprojectsolutions.com
www.worldofnolimit.com
www.worldofnolimit.com
www.nairaproject.com.ng
www.nairaprojects.com.ng
www.nairaproject.net
www.nairaprojects.net
www.uniproject.com.ng
www.uniprojects.com.ng
.
Tags: PROBLEMS AND POSSIBLE SOLUTIONS OF TEACHING AND LEARNING INTEGRATED SCIENCE
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Science is an intellectual activity carried on by humans that is designed to discover information about the natural world in which humans live and to discover the ways in which this information can be organized into meaningful patterns.
A primary aim of science is to collect facts (data), an ultimate purpose of science is too discern the order that exists between and amongst the various facts.
Ezendu (2002) defined Science is a body of knowledge, which is acquired through observation and systematic experimentation.
Ogbonna B. B. (2000) defined science as complex human activities, which culminate in the production of a body of universal statement, which serve explain the observable behaviour of universe or part of it and which is in them, have predictive characteristics. The Columbia encyclopaedia (1963) defined science as an accumulated and systematized learning in general usage restricted to natural phenomenon.
According to Dr. Sheldon Gottlieb in a lecture series at the university of south Alabama defined science as a consists simply of the formulation and testing of hypotheses based on observational evidence, experiments are important where applicable but their function is merely to simplify observation by imposing controlled conditions.
Khabela (1975) in Bajah (1978) defined Integrated Science as an approach to the teaching of science, of which concepts and principles are presented so as to express to fundamental unity of scientific thought and avoid premature or undue stress on the distinction between the various scientific fields. Also stressing the unified nature of science, Cohen (1977) had this to say. Integrated Science course eliminates the repetition of subject matter from the various sciences and does not recognize the traditional subject boundaries when presenting topics of themes.
Integrated Science came in Nigeria in 1968, West Africa Examination Council (WAEC) asked (STAN) Science Teachers Association of Nigeria to review and improve syllabus.
The written workshop was done at University of Ibadan in 1970. Other workshops were held in 1971 and 1972. Then textbooks 1&2 with workbooks and teachers guide were produces and introduced into the junior secondary schools Comparative Education Study Adaptive Centre (CESAC) and Educational development over seas sponsored the workshop and the working section through the British council in Nigeria.
As the integration of these Science courses, Integrated Science which should be taught as a unified science, not just as Chemistry or Physics or Biology. Because teachers that are not integrated science inclined teach integrated science either as Physics or Chemistry or Biology.
United Nation Education Scientific and Cultural Organization (UNESCO) give material support while Nigeria limited publishers published restricted science teaching to only those in higher classes, however the period from 1968 to 1970 witnessed a series of joint effort by Science Teachers Association of Nigeria (STAN) and Comparative Education Studies and Adaptive Centre (CESAC) to redesign science to meet the need of loss science oriented. Students are to be taught in junior secondary classes, hence the introduction of “Integrated Science”.
Okoli (1978) stated that integrated science program evolved as a rescue operation to replace absolute and un-interesting general science courses.
Chukwuemeka (1981) states that Nigeria Integrated Science is inter-disciplinary, integration as well because Nigeria Integrated Science is an integrated of nature of science. Integrated Science materials development in Nigeria was a deliberate attempt to achieving a specific national design.
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.
The integration of these three main sciences courses and some others to bring about Integrated Science, a lot of problems arise during the process. The idea of Physics, Biology and Chemistry has been adapted respectively but to no avail, we therefore have to go into this research to find a possible solution to the many problems.
Therefore, saying that the teaching and learning of Integrated Science in junior secondary schools is very essential no doubt as it regarded as a yard stick in the development of any nation.
1.2 STATEMENT OF THE PROBLEMS
The ultimate aim of education is to provide a knowledge of the world. In effort to do this, knowledge has been divided into a system of studies called subjects with science as one of the elements of the system.
Integrated Science therefore attempts a unified view of the world, thus some of these problems arose as a results of giving birth to Integrated Science in junior secondary classes.
Firstly, the problem of integration of Science courses to help those who may not continue with sciences at a glance or little knowledge about Sciences.
Secondly, the facilities of teachers teaching all this important subject is a matter of importance.
The problems to be solved in Integrated Science are itemized below;
- Is the government funding Integrated Science project.
- What are teachers” attitude in teaching of Integrated Science in junior secondary schools.
- Are student interested in learning Integrated Science.
- Is the time allocated to teaching Integrated Science adequate.
1.3 PURPOSE OF THE STUDY
The main purpose of this study is to, find lasting solutions to the problem of teaching and learning Integrated Science in junior secondary schools, the study will examine.
It is also important to note that the teachers, facilities for teaching (laboratories) are worthy of note as it affect the teaching and learning of Integrated Science drastically, the way students see integrated science is also important, as some students see it as a difficult subject to study, the Government Funding integrated science is necessary.
1.4 SIGNIFICANCE OF THE STUDY
This study is very essential to the extent that it helps to identify most suggestions, for improving the teaching and learning of Integrated Science in junior secondary schools. Students are future scientists; the need to bring them up with the right attitude is the sole responsibilities of the government, teachers, students, society.
The government, the promises and challenges of Integrated Science leads to greater integration of science and government in the age of rapid information exchange, science could offer the added benefit of integrated science to address natural resource management issues. Integrated Science as a whole picture seen that considers all the relevant issues and of natural resource management that are of major national benefit changes to the way science, government and stakeholders are involved conduct business and do research.
Integrated Science graduates are able to work with private or government employers in their area of and technology. Affillate program designed to provide economic benefits through research government agencies, and non profit organizations.
The teacher, the effects of Integrated Science process skill instruction on presented, whole only the benefits of teaching the Integrated Science process skills were mentioned, and investigator to measure prospective elementary teachers attitudes about using Integrated Science unit allow the teacher to assume the role of facilitator which most educators agree is the teaching, salary, benefits, Integrated Science teacher qualifications. Excellent organizational skills and strong interpersonal skills, excellent computer/technology, multimedia skills.
Students, the effect of Integrated Science process skill instruction on students enrolled in three intact elementary science methods classes at a large university presented.
The society, satellite observations to benefit science & society recommended missions for the next decade. An Integrated Science to benefit society by MICHAEL M. Crow scientists has made many great discoveries during the past 100.
Plant papers, the benefits of science & technology thanks to our science, millions of lives been saved from the clutches of these evils. Is the government funding Integrated Science project. What is the teachers’ attitude in teaching of Integrated Science in our junior secondary schools. Are students interested in learning Integrated Science. Is the time allocated to teaching Integrated Science adequate.
1.5 SCOPE OF THE STUDY
This study will be restricted to the problems facing Integrated Science in teaching and learning. The scope of the study will centre on the following:
Is the government funding Integrated Science project, the teachers attitude in teaching of Integrated Science in our junior secondary schools, are students interest in learning Integrated Science, and the time allocated to teaching integrated science adequate. Gender, teachers, students are the major variables that were looked into in the study.
1.6 RESEARCH QUESTIONS
- Is the government funding Integrated Science project?
- What are the teachers’ attitudes in teaching of Integrated Science in our junior secondary schools?
- Are students interested in learning integrated science?
- Is the time allocated to teaching integrated science adequate?
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following instructions and information if you will like to order/buy our complete written material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) immediately we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
HOW TO IDENTIFY SCAM/FRAUD
As a result of fraud in Nigeria, people don’t believe there are good online businesses in Nigeria.
But on this site, we have provided “table of content and chapter one” of all our project topics and materials in order to convince you that we have the complete materials.
Secondly, we have provided our Bank Account on this site. Our Bank Account contains all information about the owner of this website. For your own security, all payment should be made in the bank.
No Fraudulent company uses Bank Account as a means of payment, because Bank Account contains the overall information of the owner
CAUTION/WARNING
Please, DO NOT COPY any of our materials on this website WORD-TO-WORD. These materials are to assist, direct you during your project. Study the materials carefully and use the information in them to develop your own new copy. Copying these materials word-to-word is CHEATING/ ILLEGAL because it affects Educational standard, and we will not be held responsible for it. If you must copy word-to-word please do not order/buy.
That you ordered this material shows you have agreed not to copy word-to-word.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
Visit any of our project websites below:
www.easyprojectmaterials.com
www.easyprojectmaterials.com.ng
www.easyprojectmaterial.net
www.easyprojectmaterial.net.ng
www.easyprojectsolutions.com
www.worldofnolimit.com
www.worldofnolimit.com
www.nairaproject.com.ng
www.nairaprojects.com.ng
www.nairaproject.net
www.nairaprojects.net
www.uniproject.com.ng
www.uniprojects.com.ng
.
Tags: PROBLEMS FACING THE TEACHING AND LEARNING OF INTEGRATED SCIENCE IN JUNIOR SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Science is an intellectual activity carried on by humans that is designed to discover information about the natural world in which humans live and to discover the ways in which this information can be organized into meaningful patterns.
A primary aim of science is to collect facts (data), an ultimate purpose of science is too discern the order that exists between and amongst the various facts.
Ezendu (2002) defined Science is a body of knowledge, which is acquired through observation and systematic experimentation.
Ogbonna B. B. (2000) defined science as complex human activities, which culminate in the production of a body of universal statement, which serve explain the observable behaviour of universe or part of it and which is in them, have predictive characteristics. The Columbia encyclopaedia (1963) defined science as an accumulated and systematized learning in general usage restricted to natural phenomenon.
According to Dr. Sheldon Gottlieb in a lecture series at the university of south Alabama defined science as a consists simply of the formulation and testing of hypotheses based on observational evidence, experiments are important where applicable but their function is merely to simplify observation by imposing controlled conditions.
Khabela (1975) in Bajah (1978) defined Integrated Science as an approach to the teaching of science, of which concepts and principles are presented so as to express to fundamental unity of scientific thought and avoid premature or undue stress on the distinction between the various scientific fields. Also stressing the unified nature of science, Cohen (1977) had this to say. Integrated Science course eliminates the repetition of subject matter from the various sciences and does not recognize the traditional subject boundaries when presenting topics of themes.
Integrated Science came in Nigeria in 1968, West Africa Examination Council (WAEC) asked (STAN) Science Teachers Association of Nigeria to review and improve syllabus.
The written workshop was done at University of Ibadan in 1970. Other workshops were held in 1971 and 1972. Then textbooks 1&2 with workbooks and teachers guide were produces and introduced into the junior secondary schools Comparative Education Study Adaptive Centre (CESAC) and Educational development over seas sponsored the workshop and the working section through the British council in Nigeria.
As the integration of these Science courses, Integrated Science which should be taught as a unified science, not just as Chemistry or Physics or Biology. Because teachers that are not integrated science inclined teach integrated science either as Physics or Chemistry or Biology.
United Nation Education Scientific and Cultural Organization (UNESCO) give material support while Nigeria limited publishers published restricted science teaching to only those in higher classes, however the period from 1968 to 1970 witnessed a series of joint effort by Science Teachers Association of Nigeria (STAN) and Comparative Education Studies and Adaptive Centre (CESAC) to redesign science to meet the need of loss science oriented. Students are to be taught in junior secondary classes, hence the introduction of “Integrated Science”.
Okoli (1978) stated that integrated science program evolved as a rescue operation to replace absolute and un-interesting general science courses.
Chukwuemeka (1981) states that Nigeria Integrated Science is inter-disciplinary, integration as well because Nigeria Integrated Science is an integrated of nature of science. Integrated Science materials development in Nigeria was a deliberate attempt to achieving a specific national design.
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.
The integration of these three main sciences courses and some others to bring about Integrated Science, a lot of problems arise during the process. The idea of Physics, Biology and Chemistry has been adapted respectively but to no avail, we therefore have to go into this research to find a possible solution to the many problems.
Therefore, saying that the teaching and learning of Integrated Science in junior secondary schools is very essential no doubt as it regarded as a yard stick in the development of any nation.
1.2 STATEMENT OF THE PROBLEMS
The ultimate aim of education is to provide a knowledge of the world. In effort to do this, knowledge has been divided into a system of studies called subjects with science as one of the elements of the system.
Integrated Science therefore attempts a unified view of the world, thus some of these problems arose as a results of giving birth to Integrated Science in junior secondary classes.
Firstly, the problem of integration of Science courses to help those who may not continue with sciences at a glance or little knowledge about Sciences.
Secondly, the facilities of teachers teaching all this important subject is a matter of importance.
The problems to be solved in Integrated Science are itemized below;
- Is the government funding Integrated Science project.
- What are teachers” attitude in teaching of Integrated Science in junior secondary schools.
- Are student interested in learning Integrated Science.
- Is the time allocated to teaching Integrated Science adequate.
1.3 PURPOSE OF THE STUDY
The main purpose of this study is to, find lasting solutions to the problem of teaching and learning Integrated Science in junior secondary schools, the study will examine.
It is also important to note that the teachers, facilities for teaching (laboratories) are worthy of note as it affect the teaching and learning of Integrated Science drastically, the way students see integrated science is also important, as some students see it as a difficult subject to study, the Government Funding integrated science is necessary.
1.4 SIGNIFICANCE OF THE STUDY
This study is very essential to the extent that it helps to identify most suggestions, for improving the teaching and learning of Integrated Science in junior secondary schools. Students are future scientists; the need to bring them up with the right attitude is the sole responsibilities of the government, teachers, students, society.
The government, the promises and challenges of Integrated Science leads to greater integration of science and government in the age of rapid information exchange, science could offer the added benefit of integrated science to address natural resource management issues. Integrated Science as a whole picture seen that considers all the relevant issues and of natural resource management that are of major national benefit changes to the way science, government and stakeholders are involved conduct business and do research.
Integrated Science graduates are able to work with private or government employers in their area of and technology. Affillate program designed to provide economic benefits through research government agencies, and non profit organizations.
The teacher, the effects of Integrated Science process skill instruction on presented, whole only the benefits of teaching the Integrated Science process skills were mentioned, and investigator to measure prospective elementary teachers attitudes about using Integrated Science unit allow the teacher to assume the role of facilitator which most educators agree is the teaching, salary, benefits, Integrated Science teacher qualifications. Excellent organizational skills and strong interpersonal skills, excellent computer/technology, multimedia skills.
Students, the effect of Integrated Science process skill instruction on students enrolled in three intact elementary science methods classes at a large university presented.
The society, satellite observations to benefit science & society recommended missions for the next decade. An Integrated Science to benefit society by MICHAEL M. Crow scientists has made many great discoveries during the past 100.
Plant papers, the benefits of science & technology thanks to our science, millions of lives been saved from the clutches of these evils. Is the government funding Integrated Science project. What is the teachers’ attitude in teaching of Integrated Science in our junior secondary schools. Are students interested in learning Integrated Science. Is the time allocated to teaching Integrated Science adequate.
1.5 SCOPE OF THE STUDY
This study will be restricted to the problems facing Integrated Science in teaching and learning. The scope of the study will centre on the following:
Is the government funding Integrated Science project, the teachers attitude in teaching of Integrated Science in our junior secondary schools, are students interest in learning Integrated Science, and the time allocated to teaching integrated science adequate. Gender, teachers, students are the major variables that were looked into in the study.
1.6 RESEARCH QUESTIONS
- Is the government funding Integrated Science project?
- What are the teachers’ attitudes in teaching of Integrated Science in our junior secondary schools?
- Are students interested in learning integrated science?
- Is the time allocated to teaching integrated science adequate?
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Tags: PROBLEMS FACING THE TEACHING AND LEARNING OF INTEGRATED SCIENCE IN JUNIOR SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
Laboratories have made this world very advanced and scientific in its purposes. In a laboratory or field learning environment, students work individually or in small groups on a question, problem or hypothesis. They use the processes and materials of science to construct their own explanation of biological phenomena (Dahar&Faize, 2011). The distinction between laboratory or field learning and traditional classroom learning is that activities are student-centered, with students actively engaged in hands-on, minds-on activities using laboratory or field materials and techniques. This has been known to enhance learning in science and improve the understanding level of students (Tobin, 1990; Hodson, 1993; Hofstein&Lunetta, 2004).
School facilities have been observed as a potent factor to quantitative education. The availability and utilization of laboratory facilities are essential for effective teaching and learning of Integrated science and consequently a good performance in students. According to Akande (1985), learning can occur through one’s environment – facilities that are available to facilitate students learning outcome. Students can master better the basic concepts of Integrated science when they can learn by doing. Appropriate facilities, equipment and adequate utilization of same are of necessity if school science course is to be successful. This implies that practical should function as the primary learning experience. Green (1989) identified one of the problems of the Integrated science teacher during the teaching process as the provision of specimens in a laboratory class which can hamper or enhance the effective teaching of the subject. Consequently, it is not enough to establish laboratories, but also to equip them with appropriate materials as much as possible to allow for individual student work or else it will be a situation of ‘a tourist with a car but without money to buy petrol’. This is an analogy of the effect of an ill-equipped laboratory on the performance of students who have good intentions to learn science. Utulu (1998) conducted a study to evaluate the adequacy of laboratory equipment as well as the distribution of the equipment in secondary schools in urban and rural areas of Edo State and concluded that laboratory and workshop equipment were inadequately provided and that there was an imbalance in the provision of laboratory equipment between urban and rural secondary schools in Edo State. This, as observed, by Ndu (1991) is one of the problems of teaching science and technology in rural environments.
SIGNIFICANCE OF THE STUDY
The study of integrated science provides students with opportunities to develop an understanding of our living world. Integrated science is the study of life and its evolution, of organisms and their structures, functions, processes, and interactions with each other and with their environments. Biologists recognize that knowledge based upon experimental results and accurate observations is gained through a variety of experiences. Thus, the role of the laboratory and field learning becomes a key component in understanding integrated science. Laboratory and field activities and inquiry provide students with opportunities to question, observe, sample, experience, and experiment with scientific phenomena in their quest for knowledge of living things. Tobin (1990) wrote that “Laboratory activities appeal as a way of allowing students to learn with understanding and, at the same time, engage in a process of constructing knowledge by doing science”. The findings of this study will give the public insight to the state of the science learning environment that our secondary school students are provided with in Ethiope-West LGA. This would further furnish the government one of the reasons the country has low achievement levels in standardized examinations.
RESEARCH QUESTIONS
The research questions are:
1. Are there integrated science laboratories in the secondary schools of the local government area?
2. Is the availability of laboratory facility necessary for the effective teaching and learning of Integrated science?
3. Is there a relationship between students’ participation in laboratory classes and their acquisition of skill?
4. Is there a relationship between the qualification of the teacher and proper utilization of laboratory facilities?
RESEARCH HYPOTHESES
The following hypotheses were generated and tested at 0.05 level of significance.
Ho: Laboratory facilities have a significant impact on the effective teaching and learning of social studies.
Hi: Laboratory facilities does not have a significant impact on the effective teaching and learning of social studies
Ho: There is a significant relationship between the availability of laboratory facilities and effective teaching and learning of social studies.
Hi: There is no significant relationship between the availability of laboratory facilities and effective teaching and learning of social studies.
LIMITATIONS OF THE STUDY
There were limited funds and time for the project. The uncooperative responses from many respondents was also a factor.
TABLE OF CONTENT:
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Research Problem
1.3 Objectives of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypothesis
1.7 Conceptual and Operational Definition
1.8 Assumptions
1.9 Limitations of the Study
CHAPTER TWO
LITERATURE REVIEW
2.1 Sources of Literature
2.2 The Review
2.3 Summary of Literature Review
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Method
3.2 Research Design
3.3 Research Sample
3.4 Measuring Instrument
3.5 Data Collection
3.6 Data Analysis
3.7 Expected Result
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
4.1 Data Analysis
4.2 Results
4.3 Discussion
CHAPTER FIVE
SUMMARY AND RECOMMENDATIONS
5.1 Summary
5.2 Recommendations for Further Study
Bibliography
HOW TO GET THE FULL PROJECT WORK
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HOW TO RECEIVE PROJECT MATERIAL(S)
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08139462710 or 08137701720
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(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) immediately we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
HOW TO IDENTIFY SCAM/FRAUD
As a result of fraud in Nigeria, people don’t believe there are good online businesses in Nigeria.
But on this site, we have provided “table of content and chapter one” of all our project topics and materials in order to convince you that we have the complete materials.
Secondly, we have provided our Bank Account on this site. Our Bank Account contains all information about the owner of this website. For your own security, all payment should be made in the bank.
No Fraudulent company uses Bank Account as a means of payment, because Bank Account contains the overall information of the owner
CAUTION/WARNING
Please, DO NOT COPY any of our materials on this website WORD-TO-WORD. These materials are to assist, direct you during your project. Study the materials carefully and use the information in them to develop your own new copy. Copying these materials word-to-word is CHEATING/ ILLEGAL because it affects Educational standard, and we will not be held responsible for it. If you must copy word-to-word please do not order/buy.
That you ordered this material shows you have agreed not to copy word-to-word.
FOR MORE INFORMATION, CALL:
08139462710 or 08137701720
YOU CAN ALSO CALL:
08068231953, 08168759420
Visit any of our project websites below:
www.easyprojectmaterials.com
www.easyprojectmaterials.com.ng
www.easyprojectmaterial.net
www.easyprojectmaterial.net.ng
www.easyprojectsolutions.com
www.worldofnolimit.com
www.worldofnolimit.com
www.nairaproject.com.ng
www.nairaprojects.com.ng
www.nairaproject.net
www.nairaprojects.net
www.uniproject.com.ng
www.uniprojects.com.ng
Tags: AVAILABILITY OF LABORATORY FACILITIES FOR EFFECTIVE TEACHING-LEARNING OF INTEGRATED SCIENCE
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
Laboratories have made this world very advanced and scientific in its purposes. In a laboratory or field learning environment, students work individually or in small groups on a question, problem or hypothesis. They use the processes and materials of science to construct their own explanation of biological phenomena (Dahar&Faize, 2011). The distinction between laboratory or field learning and traditional classroom learning is that activities are student-centered, with students actively engaged in hands-on, minds-on activities using laboratory or field materials and techniques. This has been known to enhance learning in science and improve the understanding level of students (Tobin, 1990; Hodson, 1993; Hofstein&Lunetta, 2004).
School facilities have been observed as a potent factor to quantitative education. The availability and utilization of laboratory facilities are essential for effective teaching and learning of Integrated science and consequently a good performance in students. According to Akande (1985), learning can occur through one’s environment – facilities that are available to facilitate students learning outcome. Students can master better the basic concepts of Integrated science when they can learn by doing. Appropriate facilities, equipment and adequate utilization of same are of necessity if school science course is to be successful. This implies that practical should function as the primary learning experience. Green (1989) identified one of the problems of the Integrated science teacher during the teaching process as the provision of specimens in a laboratory class which can hamper or enhance the effective teaching of the subject. Consequently, it is not enough to establish laboratories, but also to equip them with appropriate materials as much as possible to allow for individual student work or else it will be a situation of ‘a tourist with a car but without money to buy petrol’. This is an analogy of the effect of an ill-equipped laboratory on the performance of students who have good intentions to learn science. Utulu (1998) conducted a study to evaluate the adequacy of laboratory equipment as well as the distribution of the equipment in secondary schools in urban and rural areas of Edo State and concluded that laboratory and workshop equipment were inadequately provided and that there was an imbalance in the provision of laboratory equipment between urban and rural secondary schools in Edo State. This, as observed, by Ndu (1991) is one of the problems of teaching science and technology in rural environments.
SIGNIFICANCE OF THE STUDY
The study of integrated science provides students with opportunities to develop an understanding of our living world. Integrated science is the study of life and its evolution, of organisms and their structures, functions, processes, and interactions with each other and with their environments. Biologists recognize that knowledge based upon experimental results and accurate observations is gained through a variety of experiences. Thus, the role of the laboratory and field learning becomes a key component in understanding integrated science. Laboratory and field activities and inquiry provide students with opportunities to question, observe, sample, experience, and experiment with scientific phenomena in their quest for knowledge of living things. Tobin (1990) wrote that “Laboratory activities appeal as a way of allowing students to learn with understanding and, at the same time, engage in a process of constructing knowledge by doing science”. The findings of this study will give the public insight to the state of the science learning environment that our secondary school students are provided with in Ethiope-West LGA. This would further furnish the government one of the reasons the country has low achievement levels in standardized examinations.
RESEARCH QUESTIONS
The research questions are:
1. Are there integrated science laboratories in the secondary schools of the local government area?
2. Is the availability of laboratory facility necessary for the effective teaching and learning of Integrated science?
3. Is there a relationship between students’ participation in laboratory classes and their acquisition of skill?
4. Is there a relationship between the qualification of the teacher and proper utilization of laboratory facilities?
RESEARCH HYPOTHESES
The following hypotheses were generated and tested at 0.05 level of significance.
Ho: Laboratory facilities have a significant impact on the effective teaching and learning of social studies.
Hi: Laboratory facilities does not have a significant impact on the effective teaching and learning of social studies
Ho: There is a significant relationship between the availability of laboratory facilities and effective teaching and learning of social studies.
Hi: There is no significant relationship between the availability of laboratory facilities and effective teaching and learning of social studies.
LIMITATIONS OF THE STUDY
There were limited funds and time for the project. The uncooperative responses from many respondents was also a factor.
TABLE OF CONTENT:
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Research Problem
1.3 Objectives of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypothesis
1.7 Conceptual and Operational Definition
1.8 Assumptions
1.9 Limitations of the Study
CHAPTER TWO
LITERATURE REVIEW
2.1 Sources of Literature
2.2 The Review
2.3 Summary of Literature Review
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Method
3.2 Research Design
3.3 Research Sample
3.4 Measuring Instrument
3.5 Data Collection
3.6 Data Analysis
3.7 Expected Result
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
4.1 Data Analysis
4.2 Results
4.3 Discussion
CHAPTER FIVE
SUMMARY AND RECOMMENDATIONS
5.1 Summary
5.2 Recommendations for Further Study
Bibliography
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following instructions and information if you will like to order/buy our complete written material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5000) into our bank Account below, send the following information to
08139462710 or 08137701720
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) immediately we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
HOW TO IDENTIFY SCAM/FRAUD
As a result of fraud in Nigeria, people don’t believe there are good online businesses in Nigeria.
But on this site, we have provided “table of content and chapter one” of all our project topics and materials in order to convince you that we have the complete materials.
Secondly, we have provided our Bank Account on this site. Our Bank Account contains all information about the owner of this website. For your own security, all payment should be made in the bank.
No Fraudulent company uses Bank Account as a means of payment, because Bank Account contains the overall information of the owner
CAUTION/WARNING
Please, DO NOT COPY any of our materials on this website WORD-TO-WORD. These materials are to assist, direct you during your project. Study the materials carefully and use the information in them to develop your own new copy. Copying these materials word-to-word is CHEATING/ ILLEGAL because it affects Educational standard, and we will not be held responsible for it. If you must copy word-to-word please do not order/buy.
That you ordered this material shows you have agreed not to copy word-to-word.
FOR MORE INFORMATION, CALL:
08139462710 or 08137701720
YOU CAN ALSO CALL:
08068231953, 08168759420
Visit any of our project websites below:
www.easyprojectmaterials.com
www.easyprojectmaterials.com.ng
www.easyprojectmaterial.net
www.easyprojectmaterial.net.ng
www.easyprojectsolutions.com
www.worldofnolimit.com
www.worldofnolimit.com
www.nairaproject.com.ng
www.nairaprojects.com.ng
www.nairaproject.net
www.nairaprojects.net
www.uniproject.com.ng
www.uniprojects.com.ng
Tags: AVAILABILITY OF LABORATORY FACILITIES FOR EFFECTIVE TEACHING-LEARNING OF INTEGRATED SCIENCE
TABLE OF CONTENT
Chapter One: Introduction
1.1 Background of the study
1.2 Statement of the study
1.3 Research questions
1.4 objective of the study
1.5 Significance of the study
1.6 Scope/limitation of the study
1.7 Definition of terms
Chapter Two:
Literature Review
Chapter Three: Research methodology
3.1 Research design
3.2 Population of study
3.3 Sample of study
3.4 Sampling techniques
3.5 Research instrument
3.6 Administration of instrument
3.7 Validity of instrument
3.8 Reliability of instrument
3.9 Method of data analysis
Chapter Four: Data analysis and discussion
4.1 Data analysis
4.2 Discussion of results
Chapter Five
5.1 Summary of findings
5.2 Conclusion
5.3 Recommendations
References
Questionnaires
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF STUDY
Improvisation are those things that enables students to have mental picture of what has been taught and to retain the message in their memory for a very long time e.g. Radio, Television, Charts, Micro-Projectors, Still Pictures, Specimen e.t.c. It can be referred to as those things that the classroom teacher uses to impact knowledge to pupils in the classroom in order to achieve his objectives.
According to Ogunmola, (2002) cited that improvisation are those visual or audio visual materials which facilitate the assimilation of organization. Infact, for effective teaching and learning to take place, importance of improvisation are can exist without adequate use of integrated science education programme can exist with adequate use of integrated equipments examples of such equipment are integrated, monitor, keyboard, typewriter, mouse, scanner, printer, duplicating machine e.t.c these science equipments are indispensable to a good integrated science teaching and training and learning.
It is no gain saying that interest in learning integrated sciences increasing in Nigeria. Each local government area is trying t o improve on the production of technology. This is justify for integrated science has totally assured great importance interest role of national power and productivity. According to the new trend of integrated science, teaching has as shown a radical departure of traditional expository mode, in favour of practical and inquiry method to the inclusion of problems solving and active involvement of people in the open minded fielding practical exercise.
In view of this, it can therefore be assumed that unique facilities and equipment are available in secondary school. For practical works pupils will not derive much from the attempt to learn integrated science. It has been stressed by Howard (2003) when he said what we learn is what we do” doing what we learn in integrated science requires the use of practical work. We also have the bear in mind that at least some of the pupils would or may need to become professionally integrated list. Such pupils need the equipment to be able to develop necessary practical skills. Beside, the basic sources of integrated science experience is of course of direct contact which objects and events it’s in nature outside the classroom
Specifically some specific educational reasons to have equipment for teaching was summarized by Balogun (2000) as follows
1. It enables the learners to develop functional and manipulating skills
2. It enables the learner to develop problem solving skill and scientific attitude
The acquisition of these skills is the contribution of integrated science education in the general preparation of the youth with emphasis on activities based on child centered learning coupled with pupils enrolment into school in the face of corresponding decline economy. It is against the background that we can appreciate the significance of the question “the important role of integrated science equipment in secondary school
1.2 STATEMENT OF PROBLEMS
There are many problems and obstacles which hinder the effective teaching of integrated science in our secondary schools. Despite the importance attached to the subject there is no secondary school in Egor local government area in Edo state where the range of resources available for the teaching of integrated science can be described as being in anyway adequate
This arises as a result of inability of these materials especially now, due to foreign exchange restriction and large populations of secondary schools pupils.
The aspects of this problems will be dealt with in this study which has the survey of material resources required by the teaching of integrated science. In secondary school in Egor local government area of Edo state.
The following specific questions can be asked does teachers in secondary school improvised or substitute for importance of improvisation which are not easily obtained
Are there enough materials resources for integrated teaching in secondary school? What are the materials that can be improved?
1.3 OBJECTIVE OF THE STUDY
The purpose of the study is to survey the materials resources available for the teaching of integrated science in secondary school in Egor local government area.
The study will examine
1. The availability of improvised facilities in our schools
2. Whatever and how integrated science teacher in secondary schools improvise for materials which are not easily obtainable
3. The type of materials that can be improvised
1.4 SIGNIFICANCE OF THE STUDY
It is hope that the findings of this study will be beneficial to educational agencies in Egor local government area of Edo state.
It should be of great important to educational administrates in the distribution of resources to schools
Further more, the result of the finding will be of great benefit to the integrated science teachers in other impact the required integrated science skills to the pupils
1.6 RESEARCH QUESTION
1. To what extent is the importance of improvisation in the teaching of integrated science in secondary school
2. Do teachers in secondary school improvise for importance materials which are not easily obtained.
3. Do students in secondary school easily remember topic taught with improvised materials than those topics taught without improvised materials?
4. Do students in secondary school find it easy to put into practice what they are taught with the use of improvised material?
5. Does the importance of improvisation led to better performance of students in secondary school.
1.7 DEFINITION OF TERMS
Terms that are related to the study are defined below in order to remove somatic ambiguity in their usage.
1. FOCUS. To give attention, effort e.t.c. to one particular person or subject.
2. IMPROVISED. To make or do something using whether is available, usually because you do not have what you really want.
3. INDISPENSABLE. Essential, too important to do without.
4. SCIENCE. Knowledge about the structure and behaviour of the natural and physical world.
5. INTEGRATED. An electronic or machine that can store, organized and find information do calculate and control other machines.
6. INSTRUCTIONAL. That teaches people something.
7. MATERIALS. Things that are needed to do a particular thing.
8. RADICAL. Concerning the most basic and important parts of something.
10 TECHNOLOGIES. Scientific knowledge used in practical way.
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HOW TO GET THE FULL PROJECT WORK
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HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#10000) into our bank Account below, send the following information to
08068231953 or 08168759420
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(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) immediately we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
HOW TO IDENTIFY SCAM/FRAUD
As a result of fraud in Nigeria, people don’t believe there are good online businesses in Nigeria.
But on this site, we have provided “table of content and chapter one” of all our project topics and materials in order to convince you that we have the complete materials.
Secondly, we have provided our Bank Account on this site. Our Bank Account contains all information about the owner of this website. For your own security, all payment should be made in the bank.
No Fraudulent company uses Bank Account as a means of payment, because Bank Account contains the overall information of the owner
CAUTION/WARNING
Please, DO NOT COPY any of our materials on this website WORD-TO-WORD. These materials are to assist, direct you during your project. Study the materials carefully and use the information in them to develop your own new copy. Copying these materials word-to-word is CHEATING/ ILLEGAL because it affects Educational standard, and we will not be held responsible for it. If you must copy word-to-word please do not order/buy.
That you ordered this material shows you have agreed not to copy word-to-word.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
Visit any of our project websites below:
www.easyprojectmaterials.com
www.easyprojectmaterials.com.ng
www.easyprojectmaterial.net
www.easyprojectmaterial.net.ng
www.easyprojectsolutions.com
www.worldofnolimit.com
www.worldofnolimit.com
www.nairaproject.com.ng
www.nairaprojects.com.ng
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www.nairaprojects.net
www.uniproject.com.ng
www.uniprojects.com.ng
Tags: IMPROVISATION FOR EFFECTIVE TEACHING AND LEARNING OF INTEGRATED SCIENCE IN RECESSION
TABLE OF CONTENT
Chapter One: Introduction
1.1 Background of the study
1.2 Statement of the study
1.3 Research questions
1.4 objective of the study
1.5 Significance of the study
1.6 Scope/limitation of the study
1.7 Definition of terms
Chapter Two:
Literature Review
Chapter Three: Research methodology
3.1 Research design
3.2 Population of study
3.3 Sample of study
3.4 Sampling techniques
3.5 Research instrument
3.6 Administration of instrument
3.7 Validity of instrument
3.8 Reliability of instrument
3.9 Method of data analysis
Chapter Four: Data analysis and discussion
4.1 Data analysis
4.2 Discussion of results
Chapter Five
5.1 Summary of findings
5.2 Conclusion
5.3 Recommendations
References
Questionnaires
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF STUDY
Improvisation are those things that enables students to have mental picture of what has been taught and to retain the message in their memory for a very long time e.g. Radio, Television, Charts, Micro-Projectors, Still Pictures, Specimen e.t.c. It can be referred to as those things that the classroom teacher uses to impact knowledge to pupils in the classroom in order to achieve his objectives.
According to Ogunmola, (2002) cited that improvisation are those visual or audio visual materials which facilitate the assimilation of organization. Infact, for effective teaching and learning to take place, importance of improvisation are can exist without adequate use of integrated science education programme can exist with adequate use of integrated equipments examples of such equipment are integrated, monitor, keyboard, typewriter, mouse, scanner, printer, duplicating machine e.t.c these science equipments are indispensable to a good integrated science teaching and training and learning.
It is no gain saying that interest in learning integrated sciences increasing in Nigeria. Each local government area is trying t o improve on the production of technology. This is justify for integrated science has totally assured great importance interest role of national power and productivity. According to the new trend of integrated science, teaching has as shown a radical departure of traditional expository mode, in favour of practical and inquiry method to the inclusion of problems solving and active involvement of people in the open minded fielding practical exercise.
In view of this, it can therefore be assumed that unique facilities and equipment are available in secondary school. For practical works pupils will not derive much from the attempt to learn integrated science. It has been stressed by Howard (2003) when he said what we learn is what we do” doing what we learn in integrated science requires the use of practical work. We also have the bear in mind that at least some of the pupils would or may need to become professionally integrated list. Such pupils need the equipment to be able to develop necessary practical skills. Beside, the basic sources of integrated science experience is of course of direct contact which objects and events it’s in nature outside the classroom
Specifically some specific educational reasons to have equipment for teaching was summarized by Balogun (2000) as follows
1. It enables the learners to develop functional and manipulating skills
2. It enables the learner to develop problem solving skill and scientific attitude
The acquisition of these skills is the contribution of integrated science education in the general preparation of the youth with emphasis on activities based on child centered learning coupled with pupils enrolment into school in the face of corresponding decline economy. It is against the background that we can appreciate the significance of the question “the important role of integrated science equipment in secondary school
1.2 STATEMENT OF PROBLEMS
There are many problems and obstacles which hinder the effective teaching of integrated science in our secondary schools. Despite the importance attached to the subject there is no secondary school in Egor local government area in Edo state where the range of resources available for the teaching of integrated science can be described as being in anyway adequate
This arises as a result of inability of these materials especially now, due to foreign exchange restriction and large populations of secondary schools pupils.
The aspects of this problems will be dealt with in this study which has the survey of material resources required by the teaching of integrated science. In secondary school in Egor local government area of Edo state.
The following specific questions can be asked does teachers in secondary school improvised or substitute for importance of improvisation which are not easily obtained
Are there enough materials resources for integrated teaching in secondary school? What are the materials that can be improved?
1.3 OBJECTIVE OF THE STUDY
The purpose of the study is to survey the materials resources available for the teaching of integrated science in secondary school in Egor local government area.
The study will examine
1. The availability of improvised facilities in our schools
2. Whatever and how integrated science teacher in secondary schools improvise for materials which are not easily obtainable
3. The type of materials that can be improvised
1.4 SIGNIFICANCE OF THE STUDY
It is hope that the findings of this study will be beneficial to educational agencies in Egor local government area of Edo state.
It should be of great important to educational administrates in the distribution of resources to schools
Further more, the result of the finding will be of great benefit to the integrated science teachers in other impact the required integrated science skills to the pupils
1.6 RESEARCH QUESTION
1. To what extent is the importance of improvisation in the teaching of integrated science in secondary school
2. Do teachers in secondary school improvise for importance materials which are not easily obtained.
3. Do students in secondary school easily remember topic taught with improvised materials than those topics taught without improvised materials?
4. Do students in secondary school find it easy to put into practice what they are taught with the use of improvised material?
5. Does the importance of improvisation led to better performance of students in secondary school.
1.7 DEFINITION OF TERMS
Terms that are related to the study are defined below in order to remove somatic ambiguity in their usage.
1. FOCUS. To give attention, effort e.t.c. to one particular person or subject.
2. IMPROVISED. To make or do something using whether is available, usually because you do not have what you really want.
3. INDISPENSABLE. Essential, too important to do without.
4. SCIENCE. Knowledge about the structure and behaviour of the natural and physical world.
5. INTEGRATED. An electronic or machine that can store, organized and find information do calculate and control other machines.
6. INSTRUCTIONAL. That teaches people something.
7. MATERIALS. Things that are needed to do a particular thing.
8. RADICAL. Concerning the most basic and important parts of something.
10 TECHNOLOGIES. Scientific knowledge used in practical way.
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Tags: IMPROVISATION FOR EFFECTIVE TEACHING AND LEARNING OF INTEGRATED SCIENCE IN RECESSION
CHAPTER ONE
INTRODUCTION
BACKGROUND
The differential scholastic achievement of students in Nigeria has been and is still a source of concern and research interest to educators, government and parents. This is so because of the great importance that education has on the national development of the country. All over the country, there is a consensus of opinion about the fallen standard of education in Nigeria (Adebule, 2004). Parents and government are in total agreement that their huge investment on education is not yielding the desired dividend. Teachers also complain of students’ low performance at both internal and external examinations. The annual releases of Senior Secondary Certificate Examination results (SSCE) conducted by West African Examination Council (WAEC) justified the problematic nature and generalization of poor secondary school students’ performance in different school subjects. For instance, the percentage of failure compared with students who passed English and Mathematics between 2004 to 2007 are shown in tables 1 and 2. Poor academic performance according to Aremu (2003) is a performance that is adjudged by the examinee/testee and some other significant as falling below an expected standard. Poor academic performance has been observed in school subjects especially mathematics, integrated science and English language among secondary school students (Adesemowo, 2005). Aremu (2000) stresses that academic failure is not only frustrating to the students and the parents, its effects are equally grave on the society in terms of dearth of manpower in all spheres of the economy and politics. Education at secondary school level is supposed to be the bedrock and the foundation towards higher knowledge in tertiary institutions. It is an investment as well as an instrument that can be used to achieve a more rapid economic, social, political, technological, scientific and cultural development in the country. The National Policy on Education (2004) stipulated that secondary education is an instrument for national development that fosters the worth and development of the individual for further education and development, general development of the society and equality of educational opportunities to all Nigerian children, irrespective of any real or marginal disabilities. The role of secondary education is to lay the foundation for further education and if a good foundation is laid at this level, there are likely to be no problem at subsequent levels. However, different people at different times have passed the blame of poor performance in secondary school to students because of their low retention, parental factors, association with wrong peers, low achievement, low retention, low achievement motivation and the likes (Aremu&Sokan, 2003; Aremu&Oluwole 2001; Aremu, 2000). Morakinyo (2003) believe that the falling level of academic achievement is attributable to teacher’s non-use of verbal reinforcement strategy. Others found out that the attitude of some teachers to their job is reflected in their poor attendance to lessons, lateness to school, unsavoury comments about student’s performance that could damage their ego, poor method of teaching and the likes affect pupils’ academic performance.
The question therefore is what is the cause of this fallen standard and poor academic performance of students? Is the fault entirely that of teachers or students or both of them? Is it that students of today are non-achievers because they have low intelligent quotient and a good neutral mechanism to be able to act purposefully, think rationally and deal effectively with academic tasks? Or is it because teachers are no longer putting in much commitment as before? Or is it in teachers’ method of teaching and interaction with pupils? Or is the poor performance of students caused by parents’ neglect, separation and poverty? The present study therefore sought to find out the relationship between teachers’ qualification and student’s academic achievement in integrated science.
STATEMENT OF THE PROBLEM
Based on this background, and the poor performance of students in external examinations as exemplified in tables i and ii, the central problem of this study is that secondary school students perform poorly in both internal and external examinations particularly in integrated science.
Table i: The West African Examinations Council (WAEC) Performance in the Senior School Certificate Examinations: May/June, 2004-2007: Mathematics
| YEAR |
TOTAL NO OF CANDIDATE |
CREDIT A1-C6 |
PASS P7-P8 |
FAIL F9 |
| % |
% |
% |
| 2004
2005
2006
2007 |
1019524
1054853
1149277
1249028 |
33.97
38.20
41.12
46.75 |
28.16
25.36
31.09
26.72 |
34.47
34.41
24.95
24.24 |
|
|
|
|
|
|
| YEAR |
CREDIT A1-C6 |
FAIL F9 |
| % |
% |
| 2004
2005
2006
2007 |
29.59
25.36
34.48
29.94 |
37.61
36.93
29.65
26.54 |
SOURCE: Statistics Office, WAEC, Nigeria
This poor performance has generated a lot of concern amongst stakeholders in education business. As a result, this study sought to investigate the extent to which teacher’s academic qualifications affect student’s academic achievement in integrated science.
PURPOSE OF THE STUDY
The study sets out clearly among other things to find out, if there is a relationship between teacher’s qualification and academic achievement of students. Specifically this study will find out
1. The academic qualifications of integrated science teachers in Secondary Schools.
2. The level of academic achievement of students offering integrated science in senior secondary schools.
3. If there is a relationship between the academic qualifications of integrated science teachers and students academic achievement in senior secondary schools.
RESEARCH QUESTIONS
- Does teachers qualification and attitude have a significant effect on integrated science performance of secondary school students?
- Is there a relationship between teachers qualification and attitude on integrated science performance of secondary school students?
HYPOTHESES
Ho: Teachers qualification and attitude have a significant effect on integrated science performance of secondary school students.
H1: Teachers qualification and attitude does not have a significant effect on integrated science performance of secondary school students.
Ho: There is a strong relationship between teachers qualification and attitude on integrated science performance of secondary school students.
H1: There is a weak relationship between teachers qualification and attitude on integrated science performance of secondary school students.
LIMITATION OF THE STUDY
There was limited time and funds for the research. The uncooperative responses from the respondents also added to the limitations encountered during the course of the research.
DEFINITION OF TERMS
Teacher: A teacher (also called a school teacher) is a person who provides education for students
Qualification:A pass of an examination or an official completion of a course, especially one conferring status as a recognized practitioner of a profession or activity
Attitude: an attitude is an expression of favor or disfavor toward a person, place, thing, or event
Performance: The accomplishment of a given task measured against preset known standards of accuracy, completeness, cost, and speed
HOW TO GET THE FULL PROJECT WORK
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HOW TO RECEIVE PROJECT MATERIAL(S)
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08068231953 or 08168759420
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(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) immediately we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
HOW TO IDENTIFY SCAM/FRAUD
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No Fraudulent company uses Bank Account as a means of payment, because Bank Account contains the overall information of the owner
CAUTION/WARNING
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That you ordered this material shows you have agreed not to copy word-to-word.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
Visit any of our project websites below:
www.easyprojectmaterials.com
www.easyprojectmaterials.com.ng
www.easyprojectmaterial.net
www.easyprojectmaterial.net.ng
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www.worldofnolimit.com
www.worldofnolimit.com
www.nairaproject.com.ng
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www.uniprojects.com.ng
Tags: THE EFFECTS OF QUALIFICATION OF INTEGRATED SCIENCE TEACHERS ON THE PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN EXTERNAL EXAMINATIONS
CHAPTER ONE
INTRODUCTION
BACKGROUND
The differential scholastic achievement of students in Nigeria has been and is still a source of concern and research interest to educators, government and parents. This is so because of the great importance that education has on the national development of the country. All over the country, there is a consensus of opinion about the fallen standard of education in Nigeria (Adebule, 2004). Parents and government are in total agreement that their huge investment on education is not yielding the desired dividend. Teachers also complain of students’ low performance at both internal and external examinations. The annual releases of Senior Secondary Certificate Examination results (SSCE) conducted by West African Examination Council (WAEC) justified the problematic nature and generalization of poor secondary school students’ performance in different school subjects. For instance, the percentage of failure compared with students who passed English and Mathematics between 2004 to 2007 are shown in tables 1 and 2. Poor academic performance according to Aremu (2003) is a performance that is adjudged by the examinee/testee and some other significant as falling below an expected standard. Poor academic performance has been observed in school subjects especially mathematics, integrated science and English language among secondary school students (Adesemowo, 2005). Aremu (2000) stresses that academic failure is not only frustrating to the students and the parents, its effects are equally grave on the society in terms of dearth of manpower in all spheres of the economy and politics. Education at secondary school level is supposed to be the bedrock and the foundation towards higher knowledge in tertiary institutions. It is an investment as well as an instrument that can be used to achieve a more rapid economic, social, political, technological, scientific and cultural development in the country. The National Policy on Education (2004) stipulated that secondary education is an instrument for national development that fosters the worth and development of the individual for further education and development, general development of the society and equality of educational opportunities to all Nigerian children, irrespective of any real or marginal disabilities. The role of secondary education is to lay the foundation for further education and if a good foundation is laid at this level, there are likely to be no problem at subsequent levels. However, different people at different times have passed the blame of poor performance in secondary school to students because of their low retention, parental factors, association with wrong peers, low achievement, low retention, low achievement motivation and the likes (Aremu&Sokan, 2003; Aremu&Oluwole 2001; Aremu, 2000). Morakinyo (2003) believe that the falling level of academic achievement is attributable to teacher’s non-use of verbal reinforcement strategy. Others found out that the attitude of some teachers to their job is reflected in their poor attendance to lessons, lateness to school, unsavoury comments about student’s performance that could damage their ego, poor method of teaching and the likes affect pupils’ academic performance.
The question therefore is what is the cause of this fallen standard and poor academic performance of students? Is the fault entirely that of teachers or students or both of them? Is it that students of today are non-achievers because they have low intelligent quotient and a good neutral mechanism to be able to act purposefully, think rationally and deal effectively with academic tasks? Or is it because teachers are no longer putting in much commitment as before? Or is it in teachers’ method of teaching and interaction with pupils? Or is the poor performance of students caused by parents’ neglect, separation and poverty? The present study therefore sought to find out the relationship between teachers’ qualification and student’s academic achievement in integrated science.
STATEMENT OF THE PROBLEM
Based on this background, and the poor performance of students in external examinations as exemplified in tables i and ii, the central problem of this study is that secondary school students perform poorly in both internal and external examinations particularly in integrated science.
Table i: The West African Examinations Council (WAEC) Performance in the Senior School Certificate Examinations: May/June, 2004-2007: Mathematics
| YEAR |
TOTAL NO OF CANDIDATE |
CREDIT A1-C6 |
PASS P7-P8 |
FAIL F9 |
| % |
% |
% |
| 2004
2005
2006
2007 |
1019524
1054853
1149277
1249028 |
33.97
38.20
41.12
46.75 |
28.16
25.36
31.09
26.72 |
34.47
34.41
24.95
24.24 |
|
|
|
|
|
|
| YEAR |
CREDIT A1-C6 |
FAIL F9 |
| % |
% |
| 2004
2005
2006
2007 |
29.59
25.36
34.48
29.94 |
37.61
36.93
29.65
26.54 |
SOURCE: Statistics Office, WAEC, Nigeria
This poor performance has generated a lot of concern amongst stakeholders in education business. As a result, this study sought to investigate the extent to which teacher’s academic qualifications affect student’s academic achievement in integrated science.
PURPOSE OF THE STUDY
The study sets out clearly among other things to find out, if there is a relationship between teacher’s qualification and academic achievement of students. Specifically this study will find out
1. The academic qualifications of integrated science teachers in Secondary Schools.
2. The level of academic achievement of students offering integrated science in senior secondary schools.
3. If there is a relationship between the academic qualifications of integrated science teachers and students academic achievement in senior secondary schools.
RESEARCH QUESTIONS
- Does teachers qualification and attitude have a significant effect on integrated science performance of secondary school students?
- Is there a relationship between teachers qualification and attitude on integrated science performance of secondary school students?
HYPOTHESES
Ho: Teachers qualification and attitude have a significant effect on integrated science performance of secondary school students.
H1: Teachers qualification and attitude does not have a significant effect on integrated science performance of secondary school students.
Ho: There is a strong relationship between teachers qualification and attitude on integrated science performance of secondary school students.
H1: There is a weak relationship between teachers qualification and attitude on integrated science performance of secondary school students.
LIMITATION OF THE STUDY
There was limited time and funds for the research. The uncooperative responses from the respondents also added to the limitations encountered during the course of the research.
DEFINITION OF TERMS
Teacher: A teacher (also called a school teacher) is a person who provides education for students
Qualification:A pass of an examination or an official completion of a course, especially one conferring status as a recognized practitioner of a profession or activity
Attitude: an attitude is an expression of favor or disfavor toward a person, place, thing, or event
Performance: The accomplishment of a given task measured against preset known standards of accuracy, completeness, cost, and speed
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following instructions and information if you will like to order/buy our complete written material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) immediately we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
HOW TO IDENTIFY SCAM/FRAUD
As a result of fraud in Nigeria, people don’t believe there are good online businesses in Nigeria.
But on this site, we have provided “table of content and chapter one” of all our project topics and materials in order to convince you that we have the complete materials.
Secondly, we have provided our Bank Account on this site. Our Bank Account contains all information about the owner of this website. For your own security, all payment should be made in the bank.
No Fraudulent company uses Bank Account as a means of payment, because Bank Account contains the overall information of the owner
CAUTION/WARNING
Please, DO NOT COPY any of our materials on this website WORD-TO-WORD. These materials are to assist, direct you during your project. Study the materials carefully and use the information in them to develop your own new copy. Copying these materials word-to-word is CHEATING/ ILLEGAL because it affects Educational standard, and we will not be held responsible for it. If you must copy word-to-word please do not order/buy.
That you ordered this material shows you have agreed not to copy word-to-word.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
Visit any of our project websites below:
www.easyprojectmaterials.com
www.easyprojectmaterials.com.ng
www.easyprojectmaterial.net
www.easyprojectmaterial.net.ng
www.easyprojectsolutions.com
www.worldofnolimit.com
www.worldofnolimit.com
www.nairaproject.com.ng
www.nairaprojects.com.ng
www.nairaproject.net
www.nairaprojects.net
www.uniproject.com.ng
www.uniprojects.com.ng
Tags: THE EFFECTS OF QUALIFICATION OF INTEGRATED SCIENCE TEACHERS ON THE PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN EXTERNAL EXAMINATIONS
