Abstract:
The study investigated the status and quality of Integrated Science teaching and learning in selected Senior High Schools in the Central Region of Ghana. The research involved 6 schools within the Region. A total of 300 students were selected in addition to 80 Integrated Science teachers. The study was a descriptive survey. The target population for the study is made up of form three students in selected Senior High Schools and teachers who taught integrated science in the SHS of the Central Region. A self -constructed questionnaire for both the Integrated Science teachers and the students, and a Laboratory checklist were the main instruments for the data collection. A duration of 12 weeks was used for the collection of data from both students and teachers; and questionnaires administered and the data finally analyzed using SPSS version 20.0. The study revealed that 48.8% of the teacher sample had a Bachelor degree in science education and 21 teachers (26.3%) had no education component in their Bachelor degrees. Also 20 teachers which is 11.3% had further pursued post graduate programmes in education and were certified, some other 11 teachers representing 13.7% have had a post graduate certificate but not in science education. Instructional materials were inadequate for the teaching and learning of science. Teachers within the Region attested to the need to use practical oriented methods to teach science. Majority (63.70%) of the students said they were able to remember facts. It was also noted that 120 of the students, that is 40.00%, said they understood scientific ideas but only 24.20% could apply the scientific concept taught in integrated science lessons to real life situations. In view of this, the researcher suggested the use of practical-oriented methods in the teaching and learning of science and the discontinuation of literary approaches to science teaching and learning. It was further recommended that in-service training programmes 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 SHS level in the research area
Description:
A thesis in the Department of Science Education,
Faculty of Science Education, submitted to the School of
Graduate Studies in partial fulfilment of
the requirements for the award of the degree of
Master of Philosophy
(Science Education)
in the University of Education, Winneba
JULY, 2021
