Osei-Himah, V. and Adu-Gyamfi, K. (2022) Teachers’ Perspective of Effective Use of Teaching and Learning Materials in Basic School Integrated Science Lessons. Asian Journal of University Education (AJUE), 18, 257-270.
https://doi.org/10.24191/ajue.v18i1.17195

has been cited by the following article:

• TITLE: Challenges in Teaching Integrated Science in Junior High Schools

  AUTHORS: Philip Dorsah, Gabriel Awini, Mary Okyer, Abdul-Ganiu Alhassan, Issahaku Shahadu, Alban Kaningen Nubazung Kpemuonye

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

  JOURNAL NAME: Open Access Library Journal, Vol.11 No.2, February 26, 2024

  ABSTRACT: 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.