Analysis of Research Questions carried out on Students Attitude towards the Learning of Integrated Science in Secondary School

The research questions of the study was analysed using the simple percentage method.

S/N	Item/ question	Agreed	%	Disagreed	%
1	There are enough teachers teaching integrated science.	42	42%	58	58%
2	The method used in teaching of integrated science affected student’s interest in the subject

Research Methodology in Students Attitude towards the Learning of Integrated Science in Secondary School

CHAPTER THREE

RESEARCH METHODOLOGY

3.0. Introduction 

In this chapter, the methods and procedures used in the study is discussed under the following headings:

 Research design 

 Population of the study 

Methods of Integrated Science Learning

Basically, there are two methods in learning of integrated science, these are: 

i. Expository Method: By expository is meant verbal explanation or discussion. This method is sometimes referred to as lecturing. It is the most frequently used in the teaching, and learning of integrated science. 

ii. Enquiry or discovery method: The enquiry or the discovery method deals with exposing students to actual learning materials in order to find our something about them. Through the enquiry approach, the students acquire basic scientific knowledge, skills and attitudes. 

Concept and Framework for Integrated-Science

Integrated science is a course with merged topics like biology, chemistry, physics, etc. According to Gallagher et al (2008) defined integrated science as a cumulative approach of scientific study

that synthesizes the perspectives of the individual disciplines and integrates them during all phases of the approach to a question or problem, with the results having an influence on policy and management decision.

Integrated science according to Oladimeji in Ene (2009) is defined as amalgamated course designed to show the unit, wholeness and interrelationship of the distinct disciplines of biology, chemistry, physics and so forth, should not be discernible. It is the virtue of its name of bringing together of different branches of science as a unified whole through the concepts and methods which pervade the natural science.

Reviewed related literature in the Students Attitude towards the Learning of Integrated Science in Secondary School

CHAPTER TWO
REVIEW OF LITERATURE
2.1. Introduction 

Inn this chapter, literature pertinent to the study is reviewed. This was done under the following sub-headings:
 Concept of attitude
 Concept and framework for integrated science

Students Attitude towards the Learning of Integrated Science in Secondary School 2

1.8. Definition of Terms
There are some key terms used repeatedly in the study which needs to be defined. These are:
i. Attitude: Attitude is an expression of favours or disfavours towards a person, place, thing or event.
ii. Instructional Materials: These are materials used to help transfer information and skills to others. Examples of teaching aids are books, films, audio-visual materials etc.
iii. Factors: One that actively contribute to an accomplishment, result or process.
iv. Teacher Factor: These are teacher related factors that affects students interest in learning integrated science such as teachers methodologies  and teachers competence.
v. School Factors: These are school factors that have adverse effect on student’s interest in learning integrated science. Such as the concept and content of the subject.
vi. Student Factors: These are students related factors that negatively affect their interest and aspirations.

Students Attitude towards the Learning of Integrated Science in Secondary School

CHAPTER ONE

INTRODUCTION

1.1. Background of the Study 

In recent studies, student’s interest in education have been measured by various scholars in terms of their attitude towards school subjects. A student who has negative attitude towards some subjects has

shown a signal of poor attitude and interest in education. Similarly, some researchers have linked poor academic achievements of students in recent times to the low level of interest they have on school subjects.

Analysing factors that contribute to student’s low level of interest towards school subjects.