Author(s)

Philip Dorsah¹, Gabriel Awini¹, Mary Okyer², Abdul-Ganiu Alhassan³, Issahaku Shahadu³, Alban Kaningen Nubazung Kpemuonye⁴

¹Department of Science Education, C. K. Tedam University of Technology and Applied Sciences, Navrongo, Ghana.
²Department of Science Education, Ola College of Education, Cape Coast, Ghana.
³Department of Science Education, Gambaga College of Education, Gambaga, Ghana.
⁴Department of Science Education, McCoy College of Education, Nadowli, Ghana.

The purpose of this study was to investigate the difficulties of teaching integrated science at the Junior High School level in the Kassena-Nankana Municipality. Based on the positivist paradigm, a survey design was adopted. The study sampled eleven (11) integrated science teachers on purpose. The main challenges of teaching integrated science were discovered to be a lack of laboratories (M = 1.0, SD = 0.00), a lack of laboratory apparatus and equipment (M = 1.85, SD = 0.95), a lack of chemicals for simple experiments (M = 1.22, SD = 0.36), insufficient teaching and learning materials (M = 2.55, SD = 1.09), and insufficient curriculum materials (M = 1.86, SD = 0.64). There were no issues with teacher qualification (M = 3.73, SD = 1.56), teacher adequacy (M = 3.27, SD = 1.19), students’ attitudes toward integrated science (M = 3.64, SD = 0.78), or teaching strategy (M = 3.23, SD = 0.28). This means that competent teachers are available in schools to teach integrated science. The study suggested that well-equipped laboratories be established, as well as investments in instructional and educational resources.

Integrated Science, Science Education, Junior High School, Science Laboratories, Teaching Learning Resources, Kassena-Nankana

Dorsah, P. , Awini, G. , Okyer, M. , Alhassan, A. , Shahadu, I. and Kpemuonye, A. (2024) Challenges in Teaching Integrated Science in Junior High Schools. Open Access Library Journal, 11, 1-13. doi: 10.4236/oalib.1111101.