A project Material on Assessing the level of improvisation and organization of resources for the teaching of integrated science in secondary schools in ado local government area of Ekiti state
1.1 Background of the Study
We are living in a specific area. An age which is very dynamic and characterized by a bulk of knowledge, population explosion and such rapid changes in living condition of man. This means that the educational system has to be very dynamic so as to be able to cope effectively with the tremendous changes enumerated above.
Integrated science, a science of space, has not been left out in his global revolution. Plan wants to know more about his vast domain which are cognitive, effective and psychomotor domain. Integrated science is one of the subjects that can give him a picture and explanation of the human behaviours phenomena. The need of man to explore his environment as led to the chosen topic for investigation which is the improvisation and organization of teaching of integrated science in secondary schools.
Teachers of integrated science are aware of the growing problems involved in the teaching of the subject. To facilitate effective acquisition of integrated science knowledge, the instructional tools should be improvised and organized effectively.
Learning resources are the instructional tools ranging from elementary improvised device to highly complex and sophisticated machines specially needs and other printed materials, charts, pictures displaying models community resources as wee as audio visual aids and equipments. Farrant, J.S (1995). Criterion for judging a good curriculum Jerrold E.K <ED> (1996) planning and producing audio visual materials (3rd edition) Thomas Y. good Company Inc.
Ajakaye (1998) defined improvisation as the process of providing of constructing adequate and necessary learning resources for effective teaching in the school. The purpose of teaching is to facilitate positive changes in behaviour. The best way by which pupils could be assisted to learn effectively is to make the teaching learning process a pleasurable activity through the use of appropriate learning resources.
Alarapa (1999) defined organization of learning resources as the judicious arrangement of learning resources to achieve the desired goals and objectives.
Adeboye and Afolabi (2002) assert that organization of learning resources is a crucial issues which must be carefully examined by the teachers depending on the form of learning resources, the teacher must determine whether such resources will be used on individual or group basis. Since poorly organized learning resources can cause disorderliness in the classroom, the teacher must organized the resources in such a way that it will enhance optimum learning. However, organization and improvisation of learning resources in secondary schools, particularly in Ado Local Government Area in Ekiti State, are not adequate. In many schools, learning resources are not available at all. In areas where some exist they are poorly utilized. This investigation will therefore look into the best way of providing and organizing learning resources in the school selected.
- Statement of the Problem
Integrated science to many (S.S.C.E) secondary school certificate examination students appears too difficult to pass at S.S.C.E. why it is so? What can be done to solve the problems? These constitute the study problem for the current study. This study aims therefore at finding out the best way of providing and organizing learning resources for effective teaching of integrated science in secondary schools to enhance good performance of students in S.S.C.E.
- Objectives of the Study
The objectives of this work should be:
- To examine the possible solution to effective teaching and learning resources of integrated science in secondary school certificate examination and also make recommendations and suggestions.
- To identify the various ways, which improvisation and organization of teaching and leaning resources can be made easier.
- To examine the effects on learning processes.
- Research Hypothesis
The hypothesis postulates for the study are as follows:
- There is no significant different between availability and use of the teaching aids in secondary schools in the study area.
- There is no significant different association between teachers qualifications and level of improvisation of teaching aids in schools in the study area.
- There is no significant different between teachers sex and level of improvisation of teaching aids in secondary schools.
- Significance of the Study
This study is important in the sense that it will identify the problems involved in the teaching and learning of integrated science without employing learning resources. The study offered useful suggestion and recommendation which are considered capable of helping the situation in acquisition and integrated science in Nigeria at large, if the suggest solutions are implemented by all the stakeholders.
- Limitation of the Study
Due to limited time and fund, the research has been limited to five selected secondary schools in Ado Local Government Area in Ekiti State.
Five schools were randomly selected. These schools are.
- Holy Child Grammar School, Ado
- Mary Immaculate Grammar School, Ado
- Christ’s Boys Senior School, Ado
- Ado Grammar School
- Christ’s Girls Secondary School, Ado.
These schools are drawn from one districts in Ado Local Government.
1.7 Definitions of Terms
- Instructional materials: may be defined as any device, piece of
equipment, graphic presentation, sound reproduction or illustration that helps the pupils to learning.
- Teaching: is defined as a system of interaction involving the teacher
and series of communication.
- Learning: is define as a relatively permanent change behaviour that
occurs as a result of prior experience.
- Improvisation: This is a way of solving the problem of non-availability of instructional materials in the teaching of integrated science in secondary schools.
- The Chalkboard: This is the most commonly used aids in the classroom. Most of the work on integrated science teaching classification, analysis and graphical exposition can be represented on the chalkboard.
- Organization of learning resources as the judicious arrangement of learning to achieve the desired goals and objectives.