IDENTIFICATION OF TEACHING TOPIC IN SENIOR SECONDARY SCHOOL TECHNICAL EDUCATION

IDENTIFICATION OF TEACHING TOPIC IN SENIOR SECONDARY SCHOOL TECHNICAL EDUCATION

Abstract 

Nigeria is made up of several separate States, each of which has its own language. Biology and the English language continue to play important and intricate roles in practically every aspect of our lives.
The mass media, particularly newspaper news reporting, is a particularly distinctive area where variety and energy in the usage of English are widely experienced. While biology aids in the resolution of medical issues. Daily reports in English are provided here on events in the fields of politics, education, crime and law, sports, art and leisure, medicine, etc. Daily publications in English continue to dominate the Nigerian newspaper market. In light of this, this essay investigates the reasons behind English and biology’s dominating influence in Nigeria.The writer finds that English as a second language (ESL) has for a very long time continued to exhibit overt and covert lapses in the hands of our reporters and sub-editors, while trying to evolve an acceptable standard Nigeria English variety. This writer recalls the history of English and Biology, linking its functions to Nigeria’s colonial background and utility values, respectively. News articles from three daily newspapers—the Daily Sun, the Punch, and the Saturday tribune—that were specifically chosen for this study serve as the data. The results show that some Nigerian reporters are gradually employing understandable English in their writing, while some others’ work still has certain structural grammar errors. Additionally, biology has advanced to support human life.

CHAPTER ONE

INTRODUCTION

1.1  BACKGROUND OF THE STUDY

Teachers in secondary schools frequently use the phrase identification to investigate subjects that are unfamiliar to the students. Finding the pronunciation and, to some extent, the meaning of an unknown is the process of identifying a teaching topic. Unlocking the pronunciation of topics that are in readers’ vocabularies gives access to the topics’ meaning.

The methodology employed in the preparation of biology and English has not received enough attention in evaluation studies on the topic up to this point. The association between the instructional methods used by pre-service teacher educators and the biology and English teaching strategies mentioned in the methodological curriculum of biology and English education programs in Nigeria was evaluated.The teaching subject should be dependent on the provision of high-quality teachers education programs in order to accomplish the specified goals. How well biology and English teachers in secondary schools in Nigeria align with the National Education is implied by the study’s quality teachers’ education. We should be aware that a school’s curriculum is its selection of courses, prospectuses, study programs, and syllabuses. As a result, a curriculum encompasses both the set of subjects from which students select the subject matter to be covered in a given program and the teaching and evaluation methods to be applied for those topics.

All of the activities that are intended to help students meet their learning objectives can be viewed as part of the curriculum. Three categories can be used to group curriculum. The curriculum that was intended, carried out, and completed. And everything was then set up for a strong subject.

For example, consideration must be given to biology textbooks used in classroom instruction and laboratory work while teaching and defining topics in biology. The biology curriculum in schools is determined not only by the subjects covered but also by the textbooks, which will represent the most recent information on topics like the animal kingdom, plants, bacteria, fungi, cells, ecosystems, living and non-living entities, skeletons, and reproduction. The student in senior secondary schools should name and categorize these themes.

STATEMENT OF THE PROBLEM

In Nigeria, biology and English are two subjects that are not taken seriously as instructional topics. Although some pupils can obviously read and write, we refused to acknowledge that the majority of students cannot. The majority of them were unaware that while words can be accessed through word recognition skills, their meaning cannot. In the most basic sense, being able to pronounce a written word is word identification; however, reading must culminate in the creation of meaning, and if the reader is unable to identify a topic and give the word meaning, then reading has not taken place.Many students pick up new subjects easily. While knowing letter names seems to make it easier for students to identify words, it would be inappropriate to wait to introduce other new topics to students who do not already know them. Many teachers begin lessons by teaching beginning readers to sing the alphabet before attaching them to the letter forms. Students’ topic identification in English is incredibly quick and precise. In fact, it appears that being able to recognize words quickly is necessary in order to understand text.

If a reader of English must carefully consider. The majority of the words in a text, as well as the memory and focus required for comprehension, are exhausted by subject analysis.

Senior secondary school students can instantly recognize only a small number of words. The repertoire of words with quick identification increases with repeated exposure to the same terms. It is crucial that students learn to recognize the subjects that come up frequently throughout lessons.Science teachers have been advised to use a variety of teaching techniques when teaching biology to their pupils, including demonstration, direct observation, field trips, group work, laboratory activities, and manipulations. Biology should be taught using a manner where students are put in situations where they must solve difficulties and are surrounded by things that will help them process information to answer scientific puzzles. This perspective is consistent with the federal ministry of education’s recent emphasis on the use of field studies guided discovery, laboratory techniques and skills combined with conceptual thinking as the main teaching strategies for the implementation of the senior secondary school biology curriculum.