TABLE OF CONTENTS
Abstract
CHAPTER ONE
1.0 Introduction
1.1 Background of Study
1.2 Statement of Problems
1.3 Research Objectives
1.4 Research Question
1.5 Research Hypothesis
1.6 Scope of Study
1.7 Significance of study
1.8 Limitation of study
1.9 Definition of terms
CHAPTER TWO
2.0 Literature Review
CHAPTER THREE
3.0 Research methodology
3.1 Research Design
3.2 Population of study
3.3 Sampling Design and Procedure
3.4 Data Collection Instrument
3.5 Administration of Data Collection Instrument
3.6 Methods of data analysis
CHAPTER FOUR
4.0 Data Presentation and Analysis
4.1 Data Presentation
4.2 Test of Hypothesis
CHAPTER FIVE
5.0 Summary, Conclusion and Recommendation
5.1 Summary
5.2 Conclusion
5.3 Recommendation
References
Questionnaire
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Teacher competence and qualities are concepts that are often referred to as frequently applied to different educational context. Whitty (2006) identifies professional competence, which includes knowledge and understanding of children and their learning subject knowledge, curriculum, the education system and the teachers role. Professional competence also necessitates skills such as subject application, classroom methodology, classroom management, assessment and recording and undertaking a wider role.Teacher with high competence is one of the most significant factors that manipulate the student learning as well as serving the schools to meet its objectives and missions. The importance of teachers cannot be over stressed. This is because teachers play a number of role specifically, teachers has been referred to be Oyedeji (1998) as an agent of innovation. For meaningful innovations, teachers’ academic qualification is very important.
This is because teacher education is a very complex enterprise. The complicity arises as a result of several factors which include determination of what effective teachers are, teachers are expected to fulfill a verity of roles, some common to all teachers, others uniquely related to certain kinds of environments of students or subject matter. Added to this is the fact that teacher education involves the raining of professionals who will educate students in future. Despite the complexity in the field of teacher education, one cannot over emphasize the importance of academic training of teachers of all categories. This is because the efficiency of any institution depends on the academic competence of the teaching staff since no educational system can rise above the quality of its teachers (FGN 2005).
A number of studies carried out had indicated the need for teacher’s academic qualification in their various teaching subject. Such studies include those of swan and Jones (2004), Rubba (2005), Ivowi (1985, 1986) Skintola (1999). Soyibo (2009), Abimbola (2010) and Otuka (2000), Swan and Jones (2004) finding was that teachers should receive appropriate training in the subject matter area so that their classroom instruction could be above board. Rubba’s (2007) study indicated that teachers have needs according to the science discipline taught Ivowi, Akintola, Soyinbo, Abimbola and Otuka found out misconception is in students which they traced to misconceptions held by their teachers. All the above studies prove that training of prospective teachers in the subject matter areas should not be taken lightly by science educators.
There has been growing concern throughout the country over the years about thediscouraging state of teaching and learning of Integrated Science. This has arisen mainly as a result of a failure within teaching-learning contexts to illustrate the connections betweenclassrooms Integrated Science and the environment learners come from. It has been argued that secondary school (SSS) students must be well grounded in Integrated Science at this levelfor them to be able to study the core science subjects (Biology, Chemistry, Physics etc). This hasresulted in a call by the West African Examination Council (WAEC) for setting up a committee to look into Integrated Science as a subject (Olarewaju, 2006). The committee recommended the following specific methods for teaching Integrated Science:
a) Use of discovery teaching tactics
b) The inclusion of problem solving activities
c) The involvement of students in open ended field or laboratory exercise (Olarewaju,2006).
Furthermore, in order to improve the quality of learning, an important fact is to adoptdeeper approaches to study through the creation of a context involving good teaching, clear goals and some independence rather than to focus on discouraging surface approaches (Trigwell andProsser, 2005; Trigwell and Prosser, 2009). Moreover, teachers‟ views of Integrated Sciencetogether with the teaching context will play an influential role and impact on instructionaldecisions.
Psychologically, teacher behaviours in the classroom are shaped by internal principlesbased upon views on Integrated Science teaching. Inexperienced teachers are more likely to pass their past Integrated Science learning experiences to learners; irrespective of the view they hold. In view of this, the purpose of this study was to determine pre-service teachers‟ views of Integrated Science.
1.2 STATEMENT OF PROBLEM
(Soyinbo, 2009) and (Abimbola, 2010) established that nearly all secondary schools in Nigeria has no qualified teacher for the teaching and learning of integrated science. Research also carryout that as a result of lack of qualification, student academic performance are at stalk.
Lack of qualified teachers, problems such as poor school infrastructure poorly equipped science workshops and laboratories affect the teaching of integrated science.
Over the years, Educational researchers have investigated the assessment of teachers qualification in teaching and learning of integrated in schools. At the heart of the inquiry, studies have established relationship between teacher’s achievement in school (Olatoye, 2006) and (Adekola, 2006) and their qualifications have impact on the student academic performances.
1.3 PURPOSE OF STUDY
The purpose of this study is to investigation the assessment of teacher’s qualification in teaching and learning of Integrated Science in Nigeria Secondary School. And also to examine this following:
1. To examine the academic qualifications of teachers teaching Integrated Science inthe Secondary Schools.
2. To evaluate the level of competence and professionalism among teacher at all levels.
3. To examine the instructional materials available for effective teaching of IntegratedScience.
4. To measure the degree of students knowledge and understanding of Integrated Science as a result of teachers professional competence.
5. To determine school environment affect teaching and learning of Integrated Science.
1.4 RESEARCH QUESTIONS
1. What are the academic qualifications of teachers teaching Integrated Science inthe Secondary Schools?
2. What are the teaching experiences of the teachers teaching Integrated Science?
3. Are instructional materials available for effective teaching of IntegratedScience?
4. What are the teaching method(s) employed by teachers for effective teaching ofIntegrated Science?
5. What are the assessment of school environment effect on teaching and learning of Integrated Science?
1.5 RESEARCH HYPOTHESIS
Ho1: There is no significant difference between qualifications of teachers of integrated science and student academic achievement.
Ho2: There is no significant difference between the student taught by qualified integrated science teachers and teachers by other related science qualifications.
Ho3: There is no significant difference between teaching strategies of integrated science teachers and teachers qualified related science qualifications.
1.6 SIGNIFICANCE OF STUDY
This research work which is on the assessment of teacher’s qualification and school environment on students performance in Integrated in Nigeria Secondary School. Integrated Science teachers are expected to employ the use of teaching aids tosupplement other methods and manage and control their classes for effective learning ofIntegrated Science. The use of inappropriate methods could affect students’performance in Integrated Science. Many of the Integrated Science teachers do not havea clear insight about the appropriate pedagogies to enhance Integrated Science teaching and learning. Most of the teachers resort to teaching with only one major teachingmethod which is the lecture or “chalk and talk” method in our Integrated Scienceclassroom. Sometimes, classes are too large for teachers to manage for effectiveteaching and learning. This has greatly affected Integrated Science teaching rangingfrom methodology and techniques of teaching (Okoye, 2004).This is an important and interesting topic which will contribute immensely to the body of knowledge to education students, secondary schools students, management students, teachers, lecturers, and as well as the entire public.
1.7 SCOPE OF STUDY
This research work is on the assessment of teacher’s qualification and school environment on students’ performance in Integrated Science in Nigeria Secondary School, using some selected secondary schools in Odeda Local Government Area of Ogun State and ikorodu west local government are lagos state as a case study.
1.8 DEFINITION OF TERM
This definition of term may be useful for this study:
ASSESSMENT:
This involves the use of empirical data on student learning to refine programs and improve student learning (Allen, 2004).
Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning. (Huba and Freed 2000).
TEACHERS:
These are persons who impact knowledge skills, moral values into an individual(s) for a positive change in behaviour
Rosemary Redferm (2008) says teacher is a person who can inspire someone else to be interested in a subject. Teacher is someone who is enthusiastic about something themselves teaches the pleasure one can get from learning and achieving.
QUALIFICATION: A pass of an examination or an official completion of a course especially one conferring status as a recognized practitioner or a profession o activity.
A condition that must be fulfilled before a right can be acquired official requirement. It is also capacity, knowledge or skill that matches or suits an occasion or makes someone eligible for a duty, office, position, privileged or status.
Qualification denotes fitness or purpose through fulfillment of necessary conditions such as attainment of certain in age, taking an oath, completion of required schooling or training or acquisition of a degree or diploma. Qualification does not necessarily imply competence.
TEACHING: (Edmund Amidon) define teaching as interactive process primarily involving classroom talk which takes place between teacher and pupil and occurs during certain definable activity.
Teaching is an arrangement and manipulation of a situation in which an individual will seek to overcome and from which he will learn in the course of doing so (Brubacher)
Teaching is concerned with the activities which are concerned with the guidance or direction of the learning of others (Ryans).
Teaching is a process that improves students level of knowledge more easily and it might be overcome situation as an easy way (Oluwayemisi).
LEARNING: is actually a specific term, in educational psychology learning is a step by step process in which an individual experience permanent, lastingchanges in knowledge, behaviours, or ways of processing the world.
Observational learning is not by our own experience, but by watching someone else behave and noting the consequence of the behaviour (children learn to speak by watching and listening to the people around them).
Educational psychology define
cooperative learning to enhance cooperative learning such as giving students group projects, some student will enjoy the social sharing of knowledge.