Challenges affecting the teaching and learning of integrated science in rural Junior High Schools in Ghana
Abstract
The study investigated challenges affecting the teaching and learning of integrated science in rural Junior High Schools (JHSs) in the Effutu Municipality in the central region of Ghana. A qualitative approach was employed. Purposive sampling was employed to select six rural JHSs in the Municipality. A closed- structured interview was used to collect data from headteachers, teachers and pupils and analysed. The study revealed that inadequate instructional materials and poor proficiency of pupils in the English language affected the teaching and learning of integrated science. The study concludes that if these challenges are addressed, teaching and learning of integrated science would be improved in rural JHSs. It is recommended that integrated science teachers should be trained to improvise instructional material using materials in the environment to teach the subject. This will help pupils to conceptualise scientific concepts as they interact with the materials. Again, pupils should be encouraged to build their English vocabulary so as to express and make an informed contribution to the teaching and learning of integrated science.References
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