INTEGRATED SCIENCE STUDENTS

The study investigated the impact of scheduling and timetable clashes on academic performance of integrated science students. Five research questions were raised to guide the study. Descriptive survey research design was adopted by the study. The population of the study comprised of all science education students in of the selected university. Specifically, the study focused on 150 students in integrated science, chemistry education, and biology education. They were selected from the population using the stratified random sampling technique. The questionnaire was the instrument used for data collection. The validity of the instrument was validated by the researcher’s supervisor. The data collected were analyzed using descriptive statistical methods, frequency counts at 0.05 level of significance. The result of the reliability test yielded a Cronbach Alpha coefficient of 0.84, which indicates a high level of internal consistency of the instrument. The study found that many students experience timetable clashes, including lecture overlaps and scheduling conflicts, during their academic activities. It also revealed that timetable clashes vary across academic levels, with students in higher levels (especially 300 and 400 levels) facing more scheduling challenges due to heavier workloads and course combinations. Furthermore, Integrated Science students were found to experience more timetable-related problems because they take courses from multiple science departments, affecting both male and female students. Based on the findings, the study recommends that university management adopt effective timetable planning, computerized scheduling systems, and balanced academic schedules while encouraging students to develop time-management skills in order to reduce timetable clashes, minimize stress, and improve academic performance.

This study was designed to assess the methods of teaching integrated science courses to integrated science students in Nigerian Institutions. Three research questions was raised. The study was delimited to integrated science students in Nigerian institutions. The survey research design was used in conducting the study. The population of the study consisted of integrated science students across the four levels of Integrated Science Education course area in the department of CIT, University of Benin of which a sample size of 50studentswere used for the study. The main instrument for the study was a self-structured questionnaire. The validity of the instrument was established by giving it to the supervisor of the research work and two other experts in the field of this research study. The reliability of the instrument was established using the test-retest method of estimating reliability. After computation, the reliability yielded a Coefficient of0.783. The questionnaire was distributed directly to the respondents by the researcher. After the collection and collation of the instrument, the data obtained were subjected to analysis using frequency counts and percentages. Results from the study showed among other things that, there is an average use of adequate methods of teaching integrated science education by the lecturers teaching integrated science courses and also there is an average use of the adequate and necessary instructional/teaching aids to guide teaching and learning. Consequent upon the findings of this study, it was recommended that; state government through the state ministry of education should improve the knowledge of teachers on the methods of teaching that can enhance teaching and learning, government should ensure that they make provision for adequate learning facilities and environment in order for teachers to be able to adopt these methods effectively, the deans in the faculties where integrated science courses are being taught and the Head of Departments of Integrated science should ensure they monitor the teaching and learning in order to monitor the adoption and use of effective teaching methods, students should be enlightened properly on the techniques of the various teaching methods and how to adjust properly