Nigerian Teachers’ Perception of Junior Secondary School Integrated Science Curriculum
| dc.contributor.author | Francis, A. A | |
| dc.contributor.author | Owoyemi, T. E | |
| dc.date.accessioned | 2020-03-04T09:38:54Z | |
| dc.date.available | 2020-03-04T09:38:54Z | |
| dc.date.issued | 2006 | |
| dc.description | Staff publications | en_US |
| dc.description.abstract | The study was designed to factor analyze the Integrated Science Teachers’ perception of Integrated Science Curriculum. Two questions were raised and answered in this research work. Data were collected from 303 Junior Secondary School Integrated Science teachers in all the Secondary Schools in Ekiti State, Nigeria through the area education officers using researchers’ developed and validated Likert type questionnaire with a Cronbach Coefficient alpha of 0.75. Analysis of data was carried out using principal component factor analytic approach. The findings of the study revealed that, nine factors were extracted as peculiar factors as perceived by the Integrated Science teachers of Integrated Science Curriculum. The factors are, I. Development of basic skill in science, II. Philosophy with meaningful objectives and relevant contents, III. Integrated science teaching methodology, IV. Availability of resources for teaching integrated science, V. Involvement of teachers and parents in integrated science curriculum planning and implementation, VI. Cooperative attitude of integrated science teachers, vii. Integrated science teachers’ attitude to correction and change, VIII. Students’ readiness to learn and adequate provision of instructional materials, and IX. Allotted time and students’ understanding. There were also underlying relationships among variables of each factor perceived by the Integrated Science teachers of the Curriculum. All the high loaded variables on each factor showed a common feature, which led to the naming of each factor. Based on the findings, it was recommended that both the government and the Curriculum developers should seriously address factors perceived by the teachers of Integrated Science Curriculum if we sincerely want the spirit of scientists to be inculcated in the learners. | en_US |
| dc.identifier.citation | Francis, A. A & Owoyemi, T. E (2006). Nigerian Teachers’ Perception of Junior Secondary School Integrated Science Curriculum. Scientia Paedagogica Experimentalis, XLIII, 2, 185-206 | en_US |
| dc.identifier.issn | 0582-2351 | |
| dc.identifier.uri | https://ir.unilag.edu.ng/handle/123456789/8023 | |
| dc.language.iso | en | en_US |
| dc.publisher | Scientia Paedagogica Experimentalis | en_US |
| dc.subject | Integrated science | en_US |
| dc.subject | Teachers perception | en_US |
| dc.subject | Secondary schools | en_US |
| dc.subject | Ekiti State | en_US |
| dc.subject | Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education | en_US |
| dc.title | Nigerian Teachers’ Perception of Junior Secondary School Integrated Science Curriculum | en_US |
| dc.type | Article | en_US |