CHAPTER ONE
Introduction
English language and integrated science are among the core subjects in the junior secondary school level of our secondary education. According to the National Policy on Education (2004:19) other core subjects include French, Mathematics are major Nigerian language, social studies and citizenship education and introductory technology. From the National Policy on Education regarded English language as number one. This of course is because of the importance attached to English language which is a means of promoting social interaction and national co-operation, as well as preserving cultures.
Nwankwo, (1992) maintains that Nigeria is a heterogeneous society with diverse languages and cultural backgrounds. Hence, this diverse nature of the country has favoured the growth and development of English language. Today, the English language has become the key for Nigerian politics, commerce, education and indeed the major organ for official communication. Besides, the importance attached to English language, it is still regarded as a second language because of our mother tongue which is quite different from the English language. The Nigerian child most of the time, is exposed to his/her mother tongue. He is faced with the challenges of mastering mother tongue and the second language English language which differs from mother tongue in intoriation, word stress, syntax and other forms of speech. These differences creates a lot of problems for the child and of course winder good performance in the subject in schools.
According to Ikeagwuani (1997) and Ifediora (1997) English language in not only a social parameter but also a road master as it is the road to all other subjects. It is therefore possible that a good performance in English language may dead to good performance in other subjects like integrated science.
Integrated science on the other hand is a unified course in which the concepts of science are presented through a unified approval. Bajah (1985) defined it as those approaches in which the concepts and principles of science are presented so as to express fundamental unit of scientific though and to avoid premature or undue stress on the distinction between the various scientific fields. The federal government gives science teaching at both primary and secondary levels significant place in the school curriculum. Hence many science curriculum prograemes have been developed for use at both primary and secondary school levels. The Nigerian Integrated Science Project (NISP) was published around 1972. The outcome of this project became very popular with both classroom teachers and students because of the students’ experience as well as the presentation of materials to the students.
Baja (1992) confirms that UNESCO, UNICEF, and World Bank are working on a continuous basis to make science education achieve the objectives spelt out by the federal government for the Nigerian child. STAN has worked hard to translate national and educational objectives into curriculum designed to help each individual attain cognition, acquire process-skills and develop scientific attitudes which will enable them think critically, manage and use available resources to effectively adapt to their environment, assume responsibilities and fulfill economic socio-political roles.