Difficulty in integrated science topics perceived by Nalerigu Senior High School Students

Abstract

The primary focus of the study was to determine SHS integrated science topic difficulty perceived by students. Secondly, the study was also meant to determine measures that could be taken to ensure the effective teaching of topics in Integrated Science. The study employed the descriptive survey research design. The population comprised students in Nalerigu Senior High Schools in the East Mamprusi Municipality. The sample of the study was made up of 200 integrated science students. Purposive and stratified sampling techniques were used to select participants for the study. Questionnaire and interview guide were used to collect data from respondents. It was found in this study that senior high school science students in East Mamprusi Municipality perceived some topics in the integrated science syllabus as difficult. These topics were: cells and cell division, acid base and salt, water, air movement, nitrogen cycle, hydrological cycle, respiratory system and food and nutrition, forms of energy and energy transformation, solar energy, photosynthesis, sound energy and nuclear energy, atmosphere and climate change, forces, motion and pressure, work and machines, endogenous technology, magnetism and biotechnology. Some of the measures to improve the situation were: provision of prescribed textbooks for science, frequent use of practical examples and discussion in class and embarking on educational trips. Based on the findings, it was recommended that workshops and in-service training programs are done for teachers to improve their content knowledge on the topics perceived to be difficult and strategies to teach such topics.