Abstract:
The purpose of this study was to investigate the use of instructional resources in the
teaching and learning of Integrated Science in Senior High Schools in Asante Mampong
Municipality in the Ashanti Region of Ghana. The design of the study is survey. Purposive
sampling was used to select 55 academic staff and convenience sampling was used to select
10 students for focus group discussion. The instruments used were questionnaire,
observation and focus group discussion. Questionnaires were administered to five (5)
Assistant Heads (Academics), five (5) Heads of Science Departments, forty-five (45)
Integrated Science Teachers and five (5) focus group discussions with Forms 1 and 2
students. Fifteen (15) teachers were observed in teaching. Statistics used for data analyses
included frequencies, means and percentages. Data obtained from students’ focus group
discussions were presented as narratives. Students were indifferent about the use of
Integrated Science textbooks but felt that science laboratories were not properly equipped.
It was observed that majority of teachers did not use available laboratory resources. Internet
facilities, real objects, visual aids and audio-visual equipment (computers and projectors)
were not adequately used for teaching. The major hindrance to the use of instructional
resources in teaching Integrated Science lessons was scarcity. The findings also showed
that teachers had the tendency to ignore the use of instructional resources in the teaching
and learning of Integrated Science. The study recommends among others that schools
should be provided with adequate teaching-learning materials, properly equipped
laboratories and school farm and to encourage or ensure that teachers use available learning
aids.
Description:
A Thesis in the Department of Integrated 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
APRIL, 2023