Science teachers’ competencies in teaching the physics aspect of Integrated Science as seen by Junior High School pupils

Abstract

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.