http://41.74.91.244:8080/handle/123456789/685 2026-07-09T16:42:15Z http://41.74.91.244:8080/handle/123456789/5389 Science teachers’ competencies in teaching the physics aspect of Integrated Science as seen by Junior High School pupils Aidoo, D.S. Pupils in Ghanaian Junior High Schools persistently experience difficulties in the physics component of Integrated Science, specifically in energy, simple machines, electricity, and magnetism. This problem is exacerbated by misconceptions, poor diagram interpretation, and an over-reliance on theoretical, teacher-centered instruction. This problem continues to persist however, the cause of the problem is not well articulated in research studies, as whether it is due to teachers in competencies of students disinterest in physics. It is common knowledge that research studies continues to focus more on improving pupils academic knowledge in physics than teachers competencies in handling physics. This study therefore assessed science teachers’ competences in teaching the physics aspect of Integrated Science as perceived by JHS pupils at Mfantsiman M/A Basic School in the Central Region. Adopting a descriptive survey design, the study involved 100 pupils from Basic 7 to 9. Data were collected using a structured 18-item Likert-scale questionnaire developed from the Ghana Teaching Standards. To ensure credibility, the instrument was validated by experts, and a reliability coefficient of 0.70 was obtained. Data were analyzed using mean scores and standard deviations. The findings revealed that pupils generally held positive attitudes toward physics learning (M=3.81), positive perceptions of their teachers' competences (M=3.85), and experienced positive teacher-pupil relationships (M=3.73). Specifically, the data showed that pupils rated teachers highly in providing support, giving feedback, lesson preparation, and using demonstrations. However, the data indicated that teachers' ability to generate lesson interest was comparatively lower (M=1.18). The study concludes that while teachers demonstrate baseline professional competences and positive relational skills, practical lesson engagement remains a challenge. It is recommended that school authorities prioritize continuous professional development to equip teachers with innovative, learner-centered strategies to make physics lessons more practical and interesting. A dissertation submitted to the school of graduate studies in partial fulfilment of the requirement for the award of the degree of Master of Education (Science Education) Department of Science Education Faculty of Science Education NOVEMBER, 2025 2025-11-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5361 Laboratory efficiency of physics students in mechanics and optics in Lassia Tuolu Senior High Schools Thomah, F. This study investigated laboratory efficiency of SHS 3 Physics students in mechanics and optics at Lassia Tuolu Senior High School in the Wa West District. It used census sampling technique to select 54 SHS 3 students. A descriptive survey design was employed. Data were collected through practical performance test and questionnaire. The data were analysed using frequencies, percentages, means, standard deviation and t-test statistics. The findings revealed that students demonstrated an average level of proficiency across all assessed laboratory skills, with particularly strong performance in performing tasks. Additionally, no significant gender differences were observed in laboratory efficiency. Moreover, the study revealed that laboratory efficiency among senior high school Physics students in mechanics and optics was generally well supported by adequate resources, positive learning environments, effective teacher guidance, and favorable student attitudes, although time constraints, irregular practical sessions, and varying levels of student confidence moderately limited its full effectiveness. Based on these findings, it is recommended that Lassia Tuolu Senior High School science teachers provide students with increased opportunities to engage in hands-on, authentic laboratory activities to further enhance their practical skills and scientific reasoning. Lassia Tuolu Senior High School should also provide regular and structured laboratory activities that encourage all students, regardless of gender, to actively participate in experimental work A dissertation submitted to the school of graduate studies in partial fulfilment of the requirement for the award of the degree of Master of Education (Science Education) Department of Integrated Science Education, Faculty of Science Education University of Education, Winneba FEBRUARY, 2026 2026-02-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5351 Investigating the relationship between learning styles and academic performance in Integrated Science at Mayera and Katapor M/A JHS Ocloo, M. The persistent low performance of Ghanaian students in Integrated Science has generated national concern among educators and policymakers. This study examined the relationship between learning styles and academic achievement in Integrated Science among Junior High School students in the Ga West Municipality of the Greater Accra Region, Ghana. A correlational research design was employed to determine the extent of association between students’ learning style preferences and their performance in Integrated Science. Data were obtained through structured questionnaires and achievement scores. The study revealed that the dominant learning style among students was the visual style, followed by Kinaesthetic and auditory styles. No statistically significant difference was found between the learning style preferences of male and female students. However, a positive correlation existed between learning style preferences and academic performance in Integrated Science. The findings indicate that aligning teaching methods with students’ preferred learning styles can enhance comprehension and academic outcomes in science education. The study recommends that teachers adopt instructional approaches that accommodate diverse learning styles and that educational authorities provide adequate teaching resources, including audio-visual aids and laboratory facilities, to support experiential learning. Regular in-service training should also be organized to equip teachers with pedagogical strategies that integrate learning style concepts effectively. A dissertation submitted to the school of graduate studies in partial fulfilment of the requirement for the award of the degree of Master of Education (Science Education) Department of Science Education Faculty of Science Education NOVEMBER, 2025 2025-11-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5349 Investigating the effects of inquiry-based learning on students’ performance in circulatory system at Winneba Senior High School Bonney, E.K The research aimed to analyze the effect of IBL on student academic performance as well as gender differences and student perceptions in the circulatory system. The study employed a quasi-experimental design with non-equivalent control groups, which was based on constructivist learning theory from Piaget (1952) and Vygotsky (1978). The study sample consisted of 60 Form 2 Home Economics students who were separated into an experimental group that learned through IBL and a control group that experienced traditional teaching methods. The study used pre-tests together with post-tests and student perception questionnaires as data collection tools, which were analyzed through descriptive statistics and inferential statistics. The findings demonstrated that IBL students achieved statistically better academic outcomes since their average test results rose from 65.1 to 80.2, while control group students showed an increase from 64.5 to 70.3. The study revealed no meaningful gender gap in academic results, which means IBL works equally well for male and female learners. The results from the post-test evaluation demonstrated that students who learned through IBL achieved higher results when compared to those who learned through traditional teaching methods according to the independent samples t-test which produced t(58) = 4.35, p < 0.001. The majority of students who experienced IBL instruction reported positive feedback because it improved their engagement levels and critical thinking abilities and made biology lessons more enjoyable. The study established that IBL functions as an efficient pedagogical method that boosts students' understanding of biology concepts together with their academic results and biological study motivation. Though further research is required to investigate the long-term impact of IBL, various educational settings and educators are advised to implement IBL methods in biology lessons while providing educational resources and teacher training to achieve successful adoption of this approach. A thesis 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) DEPARTMENT OF SCIENCE EDUCATION FACULTY OF SCIENCE EDUCATION, UNIVERSITY OF EDUCATION, WINNEBA JUNE, 2025 2025-06-01T00:00:00Z