Availability and Utilization of Improvised Resources in the Teaching and Learning of Integrated Science in Secondary Schools

Availability and Utilization of Improvised Resources in the Teaching and Learning of Integrated Science in Secondary Schools
Availability and Utilization of Improvised Resources in the Teaching and Learning of Integrated Science in Secondary Schools
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Abstract: The study investigated availability and utilization of improvised resources in the teaching and learning of integrated science in secondary schools. Two research hypotheses were formulated and tested. The population of the study consisted of all Junior Secondary Two students in all public secondary schools in Obot Akara Local Government Area. The sample size was 120 Basic Science Students in four (4) selected public secondary schools in Obot Akara Local Government Area in 2016/2017 academic session.

A check list and questionnaire on Availability and Utilization of Improvised teaching Resources and Teaching/Learning (QAUITRTL) were the instrument for data collection were analyzed using chi-square statistical technique. The result was tested at 0.05 levels of significant influence of availability of improvised teaching resources on teaching/learning of Basic Science in secondary schools in Obot Akara Local Government Area. Based on the findings, it was recommended that, teachers should always incorporate improvised teaching resources in other to reduce abstraction on the teaching and learning of Basic Science.  

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Availability and Utilization of Improvised Resources in the Teaching and Learning of Integrated Science in Secondary Schools

CHAPTER ONE

INTRODUCTION

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1.1       Background to the study

 Learning and teaching is the concern of trained teachers, but learning is a complex process. It can however be defined as a change in deposition, a relatively change in behaviour overtime and this is brought by experience. Learning can occur as a result of newly acquired skills, knowledge, perception, facts, principles and new information at hand (Adeya Nju, 2007). According to Agun(2003) learning can be reinforced by the teacher with teaching resource improvisation of different variety because these learning aids stimulate, motivate as well as arouse learners attention for a while during the instructional process. The source explained that teaching resource are instructional materials and devices through which teaching are done as far as integrated science a subject is concern in schools.

Furthermore, Okunrotifia (2007) asserted that some examples of teaching resources include: Visual-aids, audio-visual aids, audio aids are designed materials   aids that may be locally made or commercially produced. They come in form of wall charts, illustrated pictures, pictorial materials, puppets and model. These are audio-visual aids. These are teaching machines like radio, television and all sorts of projectors with sounds attributes. The author added that real objects are those real materials like life-ported plant and life specimen of animals, especially in the science related subjects.

 On the forgoing, Akanbi (2008) specially noted that whenever teachers taught with some teaching resources, their students get more stimulated because the learning aids used make the learners to become more attentive. In addition, the student positive attitude to learning generate more interest for the lesson they taught which further make student to participate actively in class activities. This in turns enhanced academic achievement of students in secondary schools. Similarly, Agun (2003) stated that there is need for teachers to improve teaching resources for effective delivery of lesson in the classroom. Accordingly, the dwindling economic fortune of the country makes it imperative that science teachers should improvise teaching resources using resources available with the local environment.

Most educational institution cannot afford to depend on imported materials. Hence, there is need for teachers and their students to improvise teaching and learning materials. For example, scale model of human anatomy, such as the human skeleton, muscular system and nervous system can be used to show to students how the parts of the human body looks like. And this is done by engaging students by providing 3-dimentional model related to the current area of study in science. This can enhance effective teaching and learning of science, thus improve academic achievement of students. Studies have indicated a close relationship between availability and utilization of improvised resources is very crucial in lesson participation and can serve as motivation for excellence in schools and academic achievement in both internal and external examination (Michael, 2009).

Availability and Utilization of Improvised Resources in the Teaching and Learning of Integrated Science in Secondary Schools

1.2       Statement to the Problem

Integrated science as a subject is an activity oriented and resources based. This suggests that mastery of integrated science concept cannot be fully achieved without the use of learning material in teaching that subject. Therefore, the teaching of integrate science without learning material might results in poor academic achievement and lack of interest in the subject among students.

Furthermore, it is noted that many integrated science teachers lack the skills and basic tools for designing and producing of teaching resources. They also lack the will or determination to improvise teaching resources and the culture of improvisation has not been well developed in our teacher education programmes. This has greatly result in the inadequate utilization of learning resources by teachers in teaching of integrated science.

However, over the years, majority of students that sat for the Junior Secondary School Certificate (JSSC) examination have been recording mass failure not only in the area of overall performance, but also in the key subject like Mathematics, English and integrated science (Edem 2015). The percentage of students who passed their Junior Secondary School Certificate (JSSC) with credit in Integrated Science, Mathematics and English Language was below 50%, (Edem, 2015). The same poor performances were equally recorded by students in the subsequent year 2016.

According to (Essien, 2016), these ugly tread may have indicated the current worry among stakeholders on factors responsible for poor performance of students. This study seeks to determine the availability of improvised resources and how they are used by the students and teachers in teaching and learning of integrated science in junior secondary schools in Obot Akara Local Government Area.

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