Abstract:
The study investigated the status and quality of science teaching and learning in some
selected Junior High Schools of the Sunyani Municipality. The research involved 10
randomly selected schools within the Sunyani Municipality. A total of 100 pupils
were selected in addition to 20 Integrated Science teachers. The study was a
descriptive survey. A self -constructed questionnaire (SCQ), structured observation
checklists and interviews were the main instruments for the data collection. A
duration of four weeks was used for the collection of data from both pupils and
teachers; who were observed and questionnaires administered and the data finally
analyzed using SPSS version 16.0. The study revealed that 65% of the science
teachers were experienced in teaching science at the JHS level. Schools within the
municipality lacked laboratories, and therefore used normal classrooms as
laboratories. Instructional materials were inadequate for the teaching and learning of
science. Teachers within the municipality attested to the need to use practical oriented
methods to teach science. Additionally, about 90% of the science teachers confirmed
the lack of organization of in-service training for science teachers within the
municipality. In view of this, the researcher suggested the use of practical oriented
methods in the teaching and learning of science and the discontinuation of literacy
approaches to science teaching and learning. It was further recommended that in service training should be regularly organized for science teachers. Efforts should also
be made by the relevant authorities in education to ensure that adequate materials and
laboratories exist at JHS level in the research area.
Description:
A Thesis in the Department of Science Education, Faculty of Science Education,
submitted to the School of Research and Graduate Studies, University of
Education, Winneba in partial fulfilment of the requirements for award of the
Master of Philosophy Degree in Science Education.
October, 2015