1.1 Introduction
Integrated Science is a teaching approach that combines concepts from various branches of science such as Biology, Chemistry, and Physics into a unified course, enabling students to understand the interconnectedness of scientific principles. Integrated Science is a foundational subject in the curriculum of Junior Secondary Schools, serving as a gateway to more specialized scientific disciplines in higher education. The effective teaching of Integrated Science is essential for cultivating scientific literacy among students, which is vital for the development of critical thinking and problem-solving skills. However, the methods employed in teaching this subject can significantly influence students' engagement, understanding, and overall performance. According to Ogunleye (2017), Integrated Science is designed to provide students with a broad foundation in science before they specialize in specific disciplines.
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of Study
The teaching of Integrated Science at the Junior Secondary School (JSS) level plays a crucial role in laying the foundation for students’ understanding of scientific concepts and principles. Integrated Science is designed to present a unified view of science by combining elements from various branches such as Biology, Chemistry, and Physics, thereby helping students grasp the interrelationships between these fields (Oladejo, 2017). The importance of effective teaching methods in this subject cannot be overstated, as the strategies used have a direct impact on students’ interest, motivation, and achievement in science.
Historically, the teaching of science subjects in Nigeria has often relied on traditional teacher-centered methods, including rote learning and lecture-based instruction. While these methods allow teachers to cover extensive content within a limited time, they have been criticized for being overly rigid and failing to engage students actively in the learning process (Akanbi & Fajemidagba, 2019). Recent educational reforms have emphasized the need for more interactive and learner-centered approaches that promote critical thinking and problem-solving skills, which are essential for 21st-century learners (Ogunleye, 2020).
Recent years have witnessed renewed efforts to reform science education in Nigeria, focusing on integrating modern pedagogical practices and addressing the challenges faced by educators. Initiatives such as curriculum updates, professional development programs, and improved provision of teaching materials have been introduced to support the effective teaching of Integrated Science (Musa & Abdullahi, 2016). Despite these reforms, several challenges continue to hinder the effective implementation of modern teaching methods in Integrated Science. These challenges include inadequate instructional materials, overcrowded classrooms, and insufficient professional development for teachers (Igbokwe, 2021). The situation is further complicated in under-resourced schools, where teachers may lack the capacity or support to adopt innovative practices. As a result, many teachers still rely heavily on conventional methods that may not effectively address the diverse learning needs of students.
Research indicates that a variety of instructional strategies are used in teaching Integrated Science, ranging from traditional lecture-based methods to more interactive, student-centered approaches (Adeyemi, 2018). While some educators advocate for the use of hands-on activities, inquiry-based learning, and cooperative group work as means of fostering deeper comprehension, others argue that these methods are not always feasible due to large class sizes, limited resources, and insufficient teacher training (Nwachukwu, 2019). The effectiveness of these teaching methods has become a focal point in discussions about how best to deliver Integrated Science education, particularly in under-resourced environments.
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to assess the current methods employed in teaching Integrated Science in selected Junior Secondary Schools, focusing on both the effectiveness of these methods and the challenges faced by educators.
1.3 Statement of Problems
Investigation revealed that the teaching of Integrated Science in Junior Secondary Schools has faced several challenges that impact its effectiveness and the overall quality of science education. Despite the curriculum reforms introduced to enhance the teaching and learning of Integrated Science, traditional methods remain prevalent in many schools. These conventional methods often rely on rote learning and passive student engagement, which have been criticized for failing to foster deeper understanding and critical thinking skills among students (Ogunleye, 2020).
One major issue is the inadequate availability of teaching resources, which hampers the ability of teachers to implement more interactive and practical teaching approaches. Many schools struggle with limited access to laboratory equipment, instructional materials, and modern technological tools that are essential for effective science instruction (Igbokwe, 2021). This shortage of resources often forces teachers to rely on outdated methods that may not align with contemporary educational standards.
Additionally, there is a significant gap in teacher training and professional development. Many educators lack the necessary training to effectively use innovative teaching methods or to integrate new pedagogical strategies into their practice (Nwachukwu, 2019). As a result, even when new methods are introduced at the policy level, their implementation is inconsistent and often superficial.
The issue of overcrowded classrooms further complicates the teaching of Integrated Science. High student-to-teacher ratios can limit opportunities for individual attention and hands-on learning experiences, which are critical for understanding complex scientific concepts (Adeyemi, 2018). This environment can lead to disengagement and reduced academic performance among students. It is against the backdrop that this study seeks to address these problems by assessing the methods of teaching integrated science in selected junior secondary schools.
1.4 Aim and Objectives of Study
The aim of the study is to assess the methods of teaching integrated science in selected junior secondary schools. In achieving this aim, the following specific objectives were laid out as follows:
- To evaluate the effectiveness of these teaching methods in enhancing students’ understanding and retention of scientific concepts.
- To determine the relationship between teaching methods and students’ academic performance in Integrated Science.
- To identify the commonly used teaching methods in Integrated Science across selected Junior Secondary Schools.
- To examine the challenges faced by teachers in implementing various teaching strategies for Integrated Science.
- To explore the availability and use of instructional materials and resources in teaching Integrated Science.
- To recommend strategies for improving the teaching of Integrated Science in Junior Secondary Schools based on the study’s findings.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- Does teaching methods used in secondary school influence students’ academic performance in Integrated Science?
- What are the most commonly used methods for teaching Integrated Science in selected Junior Secondary Schools?
- How effective are the current teaching methods in promoting students’ understanding of Integrated Science concepts?
- What challenges do teachers face when implementing different teaching methods in Integrated Science?
- To what extent are instructional materials and resources available and utilized in the teaching of Integrated Science?
- What strategies can be adopted to improve the teaching of Integrated Science in Junior Secondary Schools?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: The availability and use of instructional materials do not significantly affect the effectiveness of teaching Integrated Science in Junior Secondary Schools.
- H1: The availability and use of instructional materials significantly affect the effectiveness of teaching Integrated Science in Junior Secondary Schools.
Hypothesis Two
- H0: There is no significant relationship between the teaching methods used and students’ academic performance in Integrated Science.
- H1: There is a significant relationship between the teaching methods used and students’ academic performance in Integrated Science.
1.7 Significance of Study
The outcome realized from the research findings will be significant to the following stakeholders:
- The findings from this study will provide teachers with insights into more effective teaching methods that can enhance students’ understanding and engagement in Integrated Science.
- The study will guide school administrators in identifying the resources and support needed to improve science teaching, ensuring that teachers have access to adequate instructional materials and training.
- For policymakers, this study will offer evidence-based recommendations that can inform policy decisions aimed at improving science education and addressing the challenges faced by educators.
- Curriculum developers will benefit from the study as it will highlight the teaching approaches that are most successful in fostering scientific literacy, guiding curriculum adjustments to better meet students’ learning needs.
- Students will ultimately benefit from improved teaching methods that make science more accessible and interesting, leading to better academic performance and a stronger foundation in scientific concepts.
1.8 Scope of Study
The scope of the research is focused on the assessment of methods of teaching integrated science in selected junior secondary schools using Suleja Local Government Area of Niger State as a case study.
1.9 Limitations of the Study
This study was limited by several factors that affected the scope and depth of the research. Insufficient data was a major challenge as not all schools were able to provide complete and accurate records on teaching methods and student performance. Frequent power failures during the data collection process hindered timely access to electronic resources and delayed the analysis of findings.
Additionally, there was a delay in responses from some teachers and administrators, which slowed down the data gathering process and reduced the sample size. Financial constraints limited the study’s ability to cover a larger number of schools across different regions, while time constraints restricted the duration available for in-depth analysis and follow-up with respondents.
1.10 Definition of Terms
Integrated Science:
Integrated Science is a teaching approach that combines concepts from various branches of science such as Biology, Chemistry, and Physics into a unified course, enabling students to understand the interconnectedness of scientific principles. According to Ogunleye (2017), Integrated Science is designed to provide students with a broad foundation in science before they specialize in specific disciplines.
Teaching Methods:
Teaching methods refer to the strategies and techniques used by educators to convey content and facilitate learning. These methods range from traditional lecture-based instruction to more modern, student-centered approaches such as inquiry-based learning and collaborative activities (Adedeji, 2019).
Junior Secondary Schools (JSS):
Junior Secondary Schools represent the middle phase of secondary education in Nigeria, typically covering grades 7 to 9 (JSS 1 to JSS 3). At this stage, students are introduced to foundational subjects that prepare them for senior secondary education (Olawale, 2020).
Student-Centered Learning:
Student-centered learning is an instructional approach where students actively participate in their learning process, often through activities such as group work, problem-solving, and hands-on experiments. This method contrasts with traditional teacher-centered instruction and is believed to improve critical thinking and engagement (Nwachukwu, 2018).
Instructional Materials:
Instructional materials are resources such as textbooks, laboratory equipment, and digital tools used to enhance the teaching and learning process. Their availability and proper utilization are critical for effective science education, as highlighted by Musa and Abdullahi (2021).
