IDENTIFICATION OF DIFFICULT TOPICS IN TEACHING AND LEARNING IN SENIOR SECONDARY SCHOOL CURRICULAR IN NIGERIA

IDENTIFICATION OF DIFFICULT TOPICS IN TEACHING AND LEARNING IN SENIOR SECONDARY SCHOOL CURRICULAR IN NIGERIA
 
CHAPTER ONE
INTRODUCTION
1.1  BACKGROUND TO THE STUDY
The period from mid-1968 to mid-1970 in the life of the Science Teachers Association of Nigeria (STAN) was characterized by boisterous activity in the review of the curriculum, Gbamanja (1991).  Subject committee were setup to consider both the changing needs of Nigerian pupils and international trends in their respective disciplines and drawing on their teaching expertise, to propose detailed guidelines for future science teaching.
The preliminary effort towards integrated science began with STAN committees working on separate disciplines of physics, chemistry and biology. In terms of these other subjects, which are integrated science and computer science, there has been some difficulties in the teaching and learning of topics in the junior secondary because of some problems that has face them in the system.  These are some of the problems; lack of materials is also one of the major problems facing the junior secondary school, for examples textbook, workbooks for practical etc.  Like for the part of the computer science after learning without practical with the computer machine, it will be difficult for the students to really understand it.  the teacher’s guidelines will also help, because it helps the teachers to know what to do in any particular session and how to follow it.