Abstract:
The study examined the impact of the contextual teaching and learning approach on the
performance of Junior High School pupils of University Practice Junior High School,
South Campus, Winneba in Integrated Science. The study adopted action research
design. An intact class of 20 form two pupils was used for the study. The intervention
involved five weeks of teaching using contextual teaching and learning strategies.
Questionnaire, classroom observation, tests and semi-structured interview guide were
used to gather data. Quantitative data were analysed descriptively using frequencies and
percentages while the qualitative data was analysed thematically. It emerged from the
study that pupils’ levels of participation in Integrated Science lessons improved
tremendously in the contextualized Integrated Science classes. Also, the pupils were
motivated and expressed interest in studying Integrated Science. They attributed this to
the use of contextual teaching and learning approach during science lessons. The
approach, according to them, related science concepts to their daily activities which
gave them a positive outlook towards the subject. The use of the approach increased
their attention during science lessons and they were punctual for science lessons. This
was reflected in their performance in the tests administered to them during the
intervention. Their performance in tests administered during the intervention phase and
post intervention phase steadily progressed. The study concluded that contextual
teaching and learning approach motivated the pupils to learn Integrated Science and
improved pupils’ interest in the subject which was reflected in their active participation
during the science lessons. It was recommended that the authorities of the school should
encourage the science teachers to use the approach in their Integrated Science lessons
to sustain their pupils’ participation in the lessons and for academic excellence of the
pupils.
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 requirements for the award of the degree of
Master of Philosophy
(Science Education)
in the University of Education, Winneba
