The participation of teachers in the implementation of integrated science curriculum to enhance students academic performance- a case of Karaga Senior High School

Abstract

The main purpose of the study was to assess the participation of teachers in the implementation of integrated science curriculum to enhance students’ academic performance in the Karaga Senior High School. Descriptive research design was used for the study. Quantitative research approach was used. The population comprised of science teachers (34 science teachers) and headmasters (2 headmasters) of Karaga Senior High School. Census sampling method was used to select all the 36 respondents for the study. Questionnaire was the main instrument used to gather primary data. The data collected was analysed statistically using Statistical Package for Social Sciences (SPSS) version 18. The study concluded that the role headmasters and teachers play in the implementation of the integrated science curriculum were participating in curriculum planning, guiding and learning, and the position of guidance and counselors. The determinants of integrated science curriculum implementation were the teacher’s method of teaching, the teachers’ knowledge of the other disciplines, and availability of resources. The instructional methods used to improve students integrated science academic performance were laboratory/experimental method and project method. The challenges teachers face in the implementation of the integrated science curriculum were inadequate funding, inadequate social studies teachers to implement the integrated science curriculum/Manpower, poor instructional leadership, inadequate teaching and learning materials (TLMs), insufficient time allocation, and the use of poor method of teaching. The study recommended that the Ministry of Education through the Karaga district education directorate should provide adequate teaching and learning materials to facilitate the implementation of the social studies curriculum.