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- No of Pages: 41

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Introduction:

Abstract

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Table of Content

CHAPTER ONE
rnINTRODUCTION
rn1.1 Background of the Study
rn1.2 Statement of Problem
rn1.3 Objectives of the Study
rn1.4 Significance of Study
rn1.5 Research Questions
rn
rnCHAPTER TWO
rnLITERATURE REVIEW
rn2.1 Introduction
rn2.2 Conceptual framework
rn2.2.1 History of Curriculum Development in Nigeria
rn2.3 The Problems and Prospect of Integrated Science Curriculum
rn2.3.1 Learner’s readiness
rn2.4 Theoretical Foundation and Evolution for an Integrated Science Curriculum
rn
rnCHAPTER THREE
rnRESEARCH METHODOLOGY
rn3.1 Introduction
rn3.2 Research Design
rn3.3 Population of Study
rn3.4 Method of Data Collection
rn3.5 Method of Data Analysis
rnQUESTIONNAIRE

Introduction

Nigerian Educational System has gone through various developments and changes viz-a-viz curriculum issues. The dynamic nature of the curriculum process informs the concept of effective planning of integrated science curriculum in secondary schools.
rnThis is so because science education plays a vital role in the lives of individuals and the development of a nation scientifically and technologically (Aleboisu and Ifamuyiwa, 2008). It is widely and generally acknowledged that the gateway to the survival of a nation scientifically and technologically is scientific literacy which can only be achieved through science education. This starts from giving students a good foundation in integrated science from junior secondary level.
rnBut government in this direction can not be said to have yielded much fruits given the dwindling nature of student’s performance in integrated science in junior secondary school and the low rate of students offering science in senior secondary school as well as their performance in core science subjects.
rnDisturbed by this ugly development, researchers in the field of science education in Nigeria embarked on series of studies to find the logic behind this ugly development. They found that the problem stemmed from the first form of science a child comes across at the junior secondary school level that is integrated science. Integrated science provide students sound basis for further science education study, hence a child that is not well grounded in integrated science at this level would not show interest in offering core science subject (Biology, Chemistry and Physics) at Senior Secondary Schol level which are pre-requisites for studying science oriented courses at the Nation’s tertiary institutions.
rnThey also found that lack of qualified teachers, lack of practical work as well as lack of equipments and facilities for teaching, insufficient allotment of time for integrated science on the school time table and poor methods of teaching are the major factors militating against the successive implementation of the core curriculum in integrated science (Ajuwape and Olatoye, 2004).
rnIt is against this background that the researcher seeks to investigate the subject matter of this research: The impact of effective planning and curriculum development on teaching and learning of integrated science in secondary school.