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ABSTRACT
The purpose of this study is to investigate the Faculty of Education Student’s Attitude toward Integrated Science as a Course of Study in University of Benin. A descriptive survey research design was employed in this study. Five (5) research questions were raised to guide the study. The target population of the study consists of five thousand five hundred (5,500) students in faculty of education university of Benin, with sample size of one hundred (100) students in faculty of education university of Benin through simple random sampling technique. A structured questionnaire was used for data collection. The questionnaire was validated by content and face by my project supervisor and two other experts in the Department of Curriculum and Instructional Technology; while the test- re test reliability method was adopted to ascertain the reliability of the instrument. Data collected were analyzed using mean and standard deviation. The study reveals that the Students generally show positive emotional responses to Integrated Science, feeling interested and engaged, though occasional stress may arise. They hold cognitive beliefs about its relevance and applicability to real-life situations, despite finding some concepts challenging. Prior experiences, including successful experiments and accidents, shape attitudes. Teaching methods like clear explanations and hands-on activities, along with positive classroom environments, enhance motivation and enjoyment in Integrated Science classes. Based on the findings of the study, the following recommendations were made for the study: Government should provide stress management resources and cultivate a supportive classroom environment. Lecturers should emphasize practical applications through hands-on learning experiences. Lecturers should offer tailored support and address negative experiences with effective classroom management. Lecturers should promote active learning strategies and foster inclusive classroom environments.
