Abstract:
This study, adopting a descriptive survey design, explores Junior High School
students' perceptions of integrated science teachers' attitudes and competencies in
utilizing laboratory resources for teaching. The study population encompasses three
public basic schools in the Ga East District, randomly selected for data collection.
Utilizing a proportional random sampling approach, 180 students were selected from
all three schools to complete the structured questionnaire. Additionally, six focus
groups were formed, with two sets in each school, each comprising eight students.
The objectives include investigating students' perceptions of teachers' attitudes and
competencies, as well as examining the effect of these factors on the use of laboratory
resources in the teaching of integrated science and students' academic performance.
Data analysis involved quantitative methods, using descriptive statistics, and
qualitative methods, including verbatim analysis. The findings highlight generally
positive student perceptions while identifying specific areas for improvement, such as
teacher attendance during practical works and optimizing laboratory material usage.
Recommendations involve enhancing resources, providing teacher training, and
integrating technology into teaching practices. Future research could explore the
development and implementation of targeted professional development programs for
science teachers to enhance competencies in utilizing laboratory resources effectively.
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 requirement for the award of the degree of
Master of Philosophy
(Science Education)
in the University of Education, Winneba.
JANUARY, 2024
