ABSTRACT
The study examined the attitude of students towards the teaching and learning of health education in selected Junior Secondary Schools in Mainland Local Government Area of Lagos State.
The descriptive survey design was used in this study. 120 participants selected through random sampling technique from five Junior Secondary Schools comprised the sample for the study. The descriptive statistics or frequency counts and percentages provided answers to research questions while the chi-square (X2) statistics was used for hypotheses testing. The results revealed that: Attitude of the students influenced teaching and learning of Health Education (X2cal = 38.04 0.05). Also that attitude of teachers influenced Health Education (X2cal = 43.3 0.05). While motivation influenced students behaviour towards Health Education (X2cal = 16 0.05). Also, teachers personality influenced students’ attitude (X2cal = 28.1 0.05) and teaching method influenced students attitude towards Health Education(X2cal = 26.01 0.05).
It was concluded that: the attitude of students significantly influence teaching and learning of health education in the school. Students who participate in Health Education often show non-challant attitude towards the subject. Teachers significantly influence the teaching and learning of health education in Junior Secondary Schools. Teachers show negative attitude towards teaching and learning of Health Education which influenced the attitude of students toward the subject. Attitude significantly influence the teaching and learning of health education in schools. The implications of this show that attitude counts a lot in everything human being do. Teachers do not motivate the students in order to develop their interest in learning Health Education. For instance many teachers do not use teaching materials to illustrate their teaching process and they do not have mastery of content and this makes students to lose interest in the subject. The knowledge of health education significantly influences the teaching and learning of health education in the Junior Secondary Schools. This implies that many students who learn Health Education have poor background in the subject. Finally, it was found that the teaching method of Health Education significantly influences the teaching and learning of health education in schools. Based on the conclusions reached in this study, the following recommendations were made by the researcher.
(1) Students should endeavors to have or develop more interest and zeal on the subject, health education, as it will enable them to learn the subject better and to perform well in it.
(2) Teachers should ensure that the students are well motivated so that they would learn well the health education teaching.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Health to the layman refers to not being ill, wearing a good look being physically fit. Indeed, health means the state or condition of an individual, which enables him/her to perform his/her daily activities. Oke (1996) asserted that health is the totality of the doing, considering the individuals’ ability to perform physical exercises without being easily fatigues, enduring long periods on tasks until solutions are found, having a normal organic and systematic functioning and being able to relate well with those around.
To World Health Organisation (WHO, 1998) defined Health as “a state of complete physical, mental, emotional and social well being, and not merely the absence of disease or infirmity”. Umoh (2000) defined health education as a process of teaching the child the rudiments of how to protect and improve his/her health either at school or in the home. Amaonye (1990) defined it as the importation of knowledge on how an individual should maintain a healthy living. It may appear as though in a number of ways, health teachings. The truth is that it does differ in certain crucial areas.
Although much of the content in health education is basic to complete physical, mental, social and emotional development of the child, motivation is often difficult. This is perhaps because the actively health child is largely uncaring about his health. Very often, many youths and adults who did not have the opportunity of being introduced to the essential health knowledge and favourable schools, show a rather perverse antagonism towards established facts of rate living (Anyakogu 1994).
Kayode (1997), the School health programme aims at protecting and improving the child’s health. The school personnel, especially teachers are therefore supposed to work towards the achievement of this goal. This aspiration, mandates the teachers to understand the concept of health, which is considered as good health for children? However Health Education or Health Instruction is a component of School Health Programme.
Brown (1999) claims that a sequence must be followed in planning for an instructional session. This sequence or techniques in teaching health education in the school is listed as follows:-
1. Define the objectives to be attained by the student.
2. Choose appropriate methods to ensure that students achieve learning as specified the most promising teaching strategies or procedures must be chosen.
3. Select appropriate learning experiences from the various available alternative.
4. Select appropriate materials, facilities and equipment.
5. Assign roles as defined.
6. Evaluate outcomes.