Perceptions of Junior High School students on integrated science teachers’ attitudes and competencies in using laboratory resources the case of Ga East Municipality

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.