Teacher-Type Differences and the Challenges of Teaching Integrated Science in Basic Schools: Beginning and Experienced Teachers

Abstract

This is an investigative and explorative study into the challenges of teaching Integrated Science in the public Junior High Schools in the Kwahu West Municipality. All the 60 Integrated Science teachers, as well as the eight circuit supervisors and science coordinators in the Municipality were purposively selected for the study. A descriptive survey design was used for the study. Data were collected with a set of questionnaire and an interview schedule and were analysed using frequencies, percentages and the independent sample t-test. The results indicated that the science teachers faced some challenges in dealing with the content of Integrated Science in the Junior High Schools. However, there were no significant differences in the challenges beginning and experienced teachers faced in the teaching of Integrated Science.

Key words: Integrated Science, Junior High Schools, challenges, beginning teachers, experience teachers.