This study, AN INVESTIGATION INTO THE INFLUENCE OF INTEGRATED SCIENCE EDUCATION ON THE PROMOTION AND ADVANCEMENT OF TERTIARY EDUCATION IN NIGERIA contains concise information that will serve as a framework or guide for your project work. The project study is well-researched for academic purposes and are usually provided in complete chapters with adequate References.
1.1 Background of the Study
Science education plays a vital role in the lives of individuals and the development of a nation scientifically and technologically (Alebiosu and Ifamuyiwa, 2008). It is widely and generally acknowledged that the gateway tot he survival of a nation scientifically and technologically is scientific literacy which can only be achieved through science education. To make her citizens show interest in science education, Nigerian government came up with a policy that 60% of the students seeking admission into the nation’s universities, polytechnics and colleges of education should be admitted for science oriented courses, while 40% of the students should be considered for arts and social science courses (Ajibola, 2008). This government’s effort cannot be said to have yielded much fruits given the dwindling nature of students into science-oriented courses in the Nation’s tertiary institutions, more students are seeking admission into art and social science courses than those of the science-oriented courses on yearly basis.Disturbed by this ugly development, researchers in the field of science education in Nigeria embarked on series of studies to find the logic behind this ugly development.They found that the problem stemmed from the first form of science a child comes across at the JSS (Junior Secondary School) level, that is integrated science.
Integrated science provides students sound basis for further science education study, hence a child that is not well grounded in integrated science at this level would not show interest in offering core science subjects (biology,chemistry and physics) at the SSS (Senior Secondary School) level which are the prerequisites for studying science-oriented courses at the Nation’s tertiary Institutions. They also found that lack of qualified teachers, lack of equipments and facilities for teachin g,lack of practical works, insufficient allotment of time for integrated science on the school time-table and poor methods of teaching are the major factors militating against the successive implementation of the core curriculum in integrated science (Afuwape and Olatoye,
The aforementioned problems of teaching integrated science did not include non sequential arrangement of some of the integrated science concepts in the curriculum. It is believed that if integrated science concepts are not taught from known to unknown and from simple to complex, it is likely that students might find it difficult to understand the concepts taught. This has lead to the development of negative attitude towards the subject by the students, which has lead to many of them not showing interest in offering core science subjects at the senior secondary school level and science-oriented courses at the Nation’s tertiary institutions because of their dismal performance in integrated science examination at the JSSCE (Junior Secondary School Certificate).
1.2 Statement of the Study
The current state of .
Studies show that many of our students tend to learn science by rote and hence lack
understanding of science concepts since no meaningful learning occurs (Anamuah Mensah&Benneh, 2010; Jones, 2008; O’Connor, 2002). The quality of science
teaching and learning in basic, senior high schools and tertiary institutions in Nigerian
has therefore been criticized by parents, science educators, technocrats and the
government (Anamuah-Mensah, Mereku, &Ampiah, 2010; Ndago, 2012). The poor
teaching and learning of integrated science in Nigerian schools has been reflected in
the poor performance of Nigerian students in West African Senior School
Certificate Examination (WASSCE) that disqualify them from gaining admission
into tertiary institutions for further studies (Entsuah-Mensah, 2004; Anamuah-Mensah&Asabere-Ameyaw, 2011; Bello &Oke, 2011). This has also accounted for
the enrolment of people with weak grades in science and mathematics into Collegesof Education (Anamuah-Mensah&Asabere-Ameyaw, 2011).It is also on record that Nigerian students who completed training in scienceand technology related programmes are also found wanting when it comes to theapplication of scientific knowledge to solve societal problems (Anamuah-Mensah&Asabere_Ameyaw, 2011).The dearth of integrated science teachers in Ghana and the lack of teaching skills and competencies among teachers are the result of their poor instructional approaches (Anamuah-Mensah&Benneh, 2010; Jones, 2008) to integrated science
and the resultant mass failure of students in this subject every year. Senior High
School (SHS) students have blamed teachers and government for the poor run of
results in the 2009 and 2010 WASSCE integrated science (The Ghana Journal,
2010). The present crops of teachers who teach integrated science have been trained
in specific subject areas of biology, chemistry, physics, and agriculture (Nyavor&
Seddoh, 2000; Haggis, 1969). Hence, they generally lack the skills of teaching
science as a unified whole. Anamuah-Mensah and Asabere-Ameyaw (2011)
observed that there are weaknesses in the teacher preparation, for whilst low
emphasis is given to subject matter content during pre-service training there is also a
disconnection between theory and practical application.
This has resulted in the abysmal performance of students in integrated science. In spite of the organization of extra classes/lessons for science students, the performance of science students has not shown any significant improvement over the years.
1.3 Purpose of the Study
The purpose of this study is to examine the influence of integrated science education on the promotion and advancement of tertiary education in Nigeria.
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