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DECEMBER,2018

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DEDICATION
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ACKNOWLEDGEMENT

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The objective of this study is to determine the factors responsible for mass failure in integrated science secondary school examination among secondary students in Abuja Educational Zone. The research design for the study was survey. A close-ended questionnaire was used as the instrument of study. This instrument was validated by two experts. The test re-test method was used to test for the reliability of the instrument. The population includes 1786 teachers from secondary schools in the area, out of which a sample size of 360 was drawn at random. The mean statistic was employed as the method of data analysis. The mean statistic was adopted as the method of data analysis. Findings revealed that over-burdening home activities contribute to mass failure of students in secondary school integrated science; parents’ action and inaction contribute to mass failure of secondary school students in integrated science to a great extent. Poor quality and ineffective teachers contribute to mass failure of secondary school students in integrated science to a great extent, and; government failure is responsible for mass failure of secondary school students in integrated science to a great extent. The study recommended the need for the employment of qualified teachers who are knowledgeable in integrated science to teach in our secondary schools.
Keywords: integrated science, Mass failure, and Causes of Mass failure among Secondary School Students, Abuja educational zone.

Table of content
Title page
Approval page
Dedication
Acknowledgement
Abstract
Table of content
CHAPTER ONE

1. Introduction
1. Background of the project
2. Problem statement
3. Research questions
4. Significance of the study
5. Scope of the study
6. Limitation of the study
7. Operational definition of terms

CHAPTER TWO
2.0     LITERATURE REVIEW
2.1     The status of integrated science in school curriculum
2.2      Problems associated with the teaching of integrated science in secondary school
2.3      Prospect of Integrated Science in the secondary school curriculum
2.4      Basis of studying integrated science in JSS

2.5     Concept of Mass failure

2.6     Causes of Mass failure among Secondary School Students

2.7      Theoretical Framework
2.8      Empirical Framework
CHAPTER THREE
3.0     METHODOLOGY
3.1     Research design
3.2     Population of the study
3.3     Sample and sampling technique
3.4     Data collection method
CHAPTER FOUR
4.0     Data Analysis
4.1     Discussion
CHAPTER FIVE
5.1     Conclusion
5.2     Recommendation
References

CHAPTER ONE

1.0                                                   Introduction

1.1                                         Background of the study

The importance of integrated science to any given society and in humanity cannot be over emphasized. Every part of human being and its environment is related to integrated science. For any nation to be recognized among the committee of nation, that country need to improve it’s scientific and technological know how. These can only be achieved through well and articulated, science education, if those concerned with designing of educational policy, develop the science curriculum in ways that are aimed at improving scientific knowledge and positive attitude toward science. They can also be achieved by exposing the younger ones to sciences from the junior secondary school (i.e. JSS) level of their education through the integrated science curriculum.
Integrated science is a basic science subject offers at junior secondary (JSS 1 – 111) level of Nigerian educational system of education. It is the integration of the basic concepts of the major science subjects like Biology, Physics, and Chemistry aimed at preparing them for the study of science in their senior secondary school (SSS) level of education.
According to the National Policy on Education (2004) the junior secondary school will be both prevocational and academic and will teach basic subjects which will enable pupils to acquire further knowledge and skills (PAR 19(4) p.17). The importance of the above statement cannot be overemphasized. First of all, integrated science teaching is expected to use students’ basic knowledge as indicated above. This will in turn feed the different sciences at SSS level in preparation for studies as the tertiary institutions. Thus, these groups will constitute the nations future scientists in medicine, pharmacy, engineering and the like.
In furtherance of these objectives, there is need for provision of science teachers to the teaching of integrated science. The over populated students at this level (Adegbite, 1991) provide laboratory facilities and equipments used as the chemicals for experiments. Fatola (1992) pointed out it, is when these have been provided that the authorities can be said to have laid down the foundation for science and technology.
But Akanbi (1998) noted that there are many problems that frustrate efforts of realizing the aims of science education in Nigeria. According to him, the most notable of these is the non-science principals of secondary school. This is because they do not understand and appreciate or recognize the need to improve science in their schools. They tend to every subject irrespective of their importance, to be rated equally. The study of the subject is important because it covers all areas of human lives and occupies the unique portion of man’s activities.

However, despite the above importance attached to the learning and teaching of integrated science in our educational system, the performance of students in secondary schools in Nigeria has remained an issue of concern to all stake holders (Ajagun 2018).

Explaining reasons for mass failure in WAEC, “the Head of National Office, West African Examination Council (WAEC), Dr. Iyi Uwadiae, attributed the high failure rates in examinations conducted by the council to several factors. He said WAEC, as a body entrusted with the conduct of the examination, should not be seen as a public enemy because the council does not fail candidates deliberately.” This message was conveyed on January 24, 2011 by The Deputy Registrar/Controller, Science Department, Mrs. Olayinka Ajibade, to over 900 students from Lagos and Ogun States at the year’s Students’ Academic Success Summit, held at the University of Lagos. Also speaking at the summit, the representative of the Joint Admission and Matriculation Board (JAMB), Mrs. Aisha Dahiru, noted the poor percentage of applicants admitted into Nigerian universities over the years to foundation factors, wrong subject combination, poor shading of the script errors associated with online registration and the attitude of some parents that force careers on their children. In her explanation, less than 20 per cent of the applicants that sat for the admission test were actually admitted into universities.

Similarly, in 2011 May/June WAEC result which was released, it was shown that around one million students who sat for the examination failed. This has been a major concern for government and the society. According to the Head of National Office, West African Examinations Council (WAEC), the causes of massive failure in WAEC can be attributed to some candidates’ lack of knowledge of common pitfalls, coupled with inadequate coverage of the syllabus and non- familiarity with test format.

Referring to the roadmap of education by a Non-Governmental Organisation named “the youth of Nigeria,” there was a report that West African Examinations Council (WAEC) 2009 results show an overall poor performance with only 26% percent obtaining a credit pass in Mathematics and English (Waecdirect.com, 2009). In the same vein, the National Examinations         Council (NECO) November/December 2009 results show 98% failing to clinch five credits, including integrated science, English and Mathematics. Only 1.8% got five credits, including integrated science, English and Mathematics. Other subject like economic was not left out. It was the poorest result in the history of the examination body.
Commenting (on the issue of mass failure in 2009        November/December     NECO examinations) in the Nigerian Tribune of April 5, 2010 by Tope Ademola, a Public Affairs commentator, said that there could not have been a worse period for the Nigerian educational system than the disclosure that 98 per cent of students who sat for the November /December 2009 examination of the National Examination Council (NECO) failed. According to the report, only 4,223 out of the 236,613 candidates who sat for the examination had credits in five subjects, including English and Mathematics. The figure regretfully represents less than two per cent of those who took the examination. He explained that the recorded mass failure is a reflection of the precipice on which the nation has found itself. While the students have their own portion of the blame, a substantial part of it lies at the doorsteps of the nation’s policy makers or leaders, who over the years treated the sector with levity (Aworanti, 2010).
In the same vein, the National Examinations Council (NECO) registered another mass failure in the November/ December external 2010 examinations as out of the 25 subjects taken by students none had up to 50 per cent pass record. This message was reported by the Registrar of the council, Professor Promise Okpala, who announced the results to newsmen in Minna on March 30, 2011.Out of the total number that sat for the English Language examination, 51, 781 candidates passed, constituting only 20 per cent and in Mathematics, 87, 508 translating to 34 per cent of candidates that sat for the examination passed. French Language recorded the lowest pass with no candidate having a credit out of the 473 students that sat for the subject, amounting to 57 per cent failure (Ebije, 2011). This is worrisome because it has strong implication for the study of integrated science at institutions of higher learning. Thus, the study sought the views of teachers on the causes of inadequate achievement in SSC integrated science examinations.

1.2     Statement of the Problem

With no iota of hesitation, Uzoma (2012) stated that the rate of mass failure in the school certificate examination in general has been deplorable. The worst case scenario is one conducted in 2010/2017 NECO which candidates scored about 70% failure in this entire examination.
This makes Stakeholders to continue to trade blames on the causes of mass failure of students in public examinations. Some people shifted the blame on government, students’ activities at home, some on parents, some on society and students themselves with the teachers having lion share of the blame. As accusations and counter-accusations on who to blame on the mass failure of students will persist, the fact remains that all the stakeholders have roles to play in solving the problem of abysmal failure of students in public examinations. Nevertheless, there is need to identify the major causes of the problem with a view to providing lasting solutions. It is against this backdrop that this study investigated the causes of mass failure of students in integrated science examinations from the perspective of students and teachers who appear to have the lion share of the blame.

1.3     Research Questions

This study seeks to find answer to the following questions:

1. To what extent do parental factors contribute to mass failure of students in secondary school integrated science?
2. To what extent does teacher factor contribute to mass failure of secondary school students in integrated science?
3. What are the causes of mass failure?
4. What are the problems faced by secondary school students?

1.4   Significance of the study
As Nigeria is still a developing nation, it is hoped that the findings of this research will encourage various governments to provide conducive environment, teaching aids and qualified teachers for effective study of Integrated science in secondary schools.
This study is of educational importance because it is believed that if Integrated science teachers in secondary schools understand the factors which stimulate the growth of interest in Integrated Science, such knowledge may provide bases not only to make Integrated science popular but also to make the teaching of Integrated science humanizing.
Re-orient students with negative attitude towards the study of Integrated science in secondary schools. Assist the government to identify students’ attitude towards the study of Integrated science in secondary schools. Serve as a basis for other researchers who are carrying out investigation on similar problems facing the development of education in Nigeria. Help teachers and educational planners to acquire knowledge of solving problems associated with the attitude of students towards the study of Integrated science in secondary schools.

1.5   Scope of the Study
The scope of this study is to ascertain the Factors Associated With Mass Failure Of Students In Integrated science In Primary School Case Study of Abuja Educational zone. The study is however limited to the only science subject mentioned in the study.

1.6       Limitation of the Study
A research of this nature requires adequate time to ensure thorough work, but the time allowed for this study was limited.
Some respondents may not have provided accurate and sincere answers that represent the true situation required for some of the questions in the questionnaire.
The researcher experienced a lot of problems during the process of this study which are as follows:

1. Delay in administration of questionnaire due to public holidays.
2. Typing and administration of extra copies of questionnaire because some respondents did not return their copies.
3. Appealing to the principals of some of the schools used for the study due to interruption of lectures.

1.7   Operational definition of terms
The following concepts were defined:
Influence: According to the Sun Mobile Dictionary, the term influence is the “power to affect another”. The Oxford Advanced learner’s dictionary defines influence as “the effect that somebody or something has on the way a person thinks or behaves or on the way that something works or develops”.
Environment: The Sun Mobile Dictionary defines Environment as “surrounding, things, conditions, etc.” The Oxford Advanced learner’s dictionary defines it as “the conditions that affects the behaviour and development of somebody or something; the integrated scienceal conditions that somebody or something exists in”.
Academy: The Sun mobile dictionary refers to the concept academy as a “school”. A school on the other hand is a place of learning. A school is a place where children are thought (Oxford mini School Dictionary: 2007). A primary school can therefore be called an Academy.
Performance: The Oxford advanced learner’s dictionary defines the term performance as “How well or badly you do something”. Performance as directly related to this study can also be defined as how well or badly students of Primary schools do in their academic work.
Academic Performance: This can be defined as the score a child or individual obtain in test or examination based on his or her learning experiences.
Socio status: This is the total state of an individual based on inequality in terms of occupation, level of education and other societal issues defined by the environment.

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