Challenges Faced by Teachers in Teaching Integrated Science in Junior High Schools in Aowin Municipality-Ghana

Joseph Parker, Valentina Osei-Himah, Isaac Asare, Johnson Kofi Ackah


Teachers face considerable challenges when teaching Integrated Science at the various schools. This paper identifies some of the challenges faced by teachers that are possibly hindering them from teaching science effectively and suggests recommendations for school administrators. This study followed a mixed-methods research design. The instrument used was a structured questionnaire. Data for the study were obtained by administering 70 questionnaires to 70 teachers. Six (6) public and one (1) private Junior High School were selected purposively. 10 teachers were sampled randomly from each Junior School making a total of 70. A questionnaire consisted of four-point Likert scale items and qualitative items were developed. 70 questionnaires were fully answered and returned. The data were analyzed using frequency counts and percentages. The paper recommended that, regular workshops should be organised for all teachers to enable them handle Integrated Science effectively, in- service training should also be an integral part of continuing teacher education and teachers should be supported in order to increase their level of confidence when teaching Integrated Science.

Keywords: self-confidence, Science teaching; challenges, teaching and learning, integrated science, secondary schools, subject matter knowledge, pedagogical content knowledge.

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