Use of instructional resources in teaching and learning of integrated science in senior high schools in Asante Mampong Municipality

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.