Abstract:
The study investigated the status of teaching and learning of Integrated Science in
selected urban and rural Junior High Schools (JHSs) in the Kadjebi District in the Oti
region of Ghana. A qualitative approach was employed. Stratified random sampling
was employed to select 12 teachers and 120 pupils in urban and rural JHSs from the
District. The instruments used to collect data are questionnaire and observation.The
study was a descriptive survey. The study revealed that there were inadequate
instructional materials as well as academic and professional qualifications of the
integrated science teachers.It was also found that practical activities were not
organised in some selected JHSs as most of the pupils found integrated science
difficult. It was also found that the time allocated for teaching both practical and
theory was not enough. The study concluded that if these challenges were addressed,
teaching and learning of Integrated Science would be improved in rural JHSs. It was
recommended that Integrated Science teachers should be trained to improvise
instructional materials using materials in the environment to teach the subject. This
would help pupils to conceptualize scientific concepts as they interact with the
materials. Again,the school administration together with the GES should help
integrate ICT technology into teaching and learning of integrated science as an
alternate means of teaching science. It was also revealed that in-service training
should be organised frequently for science teachers to help enhance the teaching and
learing of integrated scince.
Description:
A thesis in the Department of Science Education, Faculty of Science Education, submitted to the School of Graduate Studies, in partial fulfillment of the requirement for the award of the degree of Master of Philosophy (Science Education) in the University of Education, Winneba
JANUARY, 2023