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1.1     Background of the Study

We are living in a specific area. An age which is very dynamic and characterized by a bulk of knowledge, population explosion and such rapid changes in living condition of man. This means that the educational system has to be very dynamic so as to be able to cope effectively with the tremendous changes enumerated above.

Integrated science, a science of space, has not been left out in his global revolution. Plan wants to know more about his vast domain which are cognitive, effective and psychomotor domain. Integrated science is one of the subjects that can give him a picture and explanation of the human behaviours phenomena. The need of man to explore his environment as led to the chosen topic for this investigation which is the improvisation and organization of teaching of integrated science in secondary schools.

Teachers of integrated science are aware of the growing problems involved in the teaching of the subject. To facilitate effective acquisition of integrated science knowledge, the instructional tools should be improvised and organized effectively.

Learning resources are the instructional tools ranging from elementary improvised device to highly complex and sophisticated machines specially needs and situations. These resources include textbooks and other printed materials, charts, pictures displaying models community resources as well as audio visual aids and equipments. Farrant, J.S (1995): Criterion for judging a good curriculum Jerrold E.K (ED) (1996) planning and producing audio visual materials (3rd edition) Thomas Y. good Company Inc.

Ajakaye (1998) defined improvisation as the process of providing of constructing adequate and necessary learning resources for effective teaching in the school. The purpose of teaching is to facilitate positive changes in behaviour. The best way by which pupils could be assisted to learn effectively is to make the teaching- learning process a pleasurable activity through the use of appropriate learning resources.

Alarapa (1999) defined organization of learning resources as the judicious arrangement of learning resources to achieve the desired goals and objectives.

Adeboye and Afolabi (2002) assert that organization of learning resources is a crucial issues which must be carefully examined by the teachers depending on the form of learning resources, the teacher must determine whether such resources will be used on individual or group basis. Since poorly organized learning resources can cause disorderliness in the classroom, the teacher must organized the resources in such a way that it will enhance optimum learning. However, organization and improvisation of learning resources in secondary schools, particularly in Ado Local Government Area in Ekiti State, are not adequate. In many schools, learning resources are not available at all. In areas where some exist they are poorly utilized. This investigation will therefore look into the best way of providing and organizing learning resources in the school selected.

  • Statement of the Problem

Integrated science to many (S.S.C.E) secondary school certificate examination students appears too difficult to pass at S.S.C.E. Why it is so? What can be done to solve the problems? These constitute the study problem for the current study. This study aims therefore at finding out the best way of providing and organizing learning resources for effective teaching of integrated science in secondary schools to enhance good performance of students in S.S.C.E.

Updated: August 28, 2017 — 9:13 pm


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