Abstract:
This study was designed to investigate the instructional approaches utilized in selected senior
high schools during integrated science lessons. The persistent poor performance of senior high
school (S H S) students in the research area in integrated science prompted this study. The
target population comprised senior high schools in the Gomoa East and West District of the
central region. The accessible population however consisted of senior high school in the Gomoa
East District. Of the eight senior high schools in the District, three of them (2 public schools)
and (1 private school) were purposively selected for the study. The main instrument used was a
questionnaire. This was supplemented with interview schedules. The total number students in
the three selected schools were 1325 and data was collected from 243 students and 25 integrated
science teachers. Before being used for the study, a pilot test was conducted to check the
reliability of the main instrument. The results from the three schools showed that while the
teachers in the private school utilized the guided discovery approach, their colleagues in the
public schools used mostly the lecture method. It was also found that most of the teachers in the
public schools did not specialize in science. Additionally, the teachers in the public schools did
not organize practical activities. Hence the students had no opportunity to handle equipment and
materials during integrated science lessons. Based on the findings of the study it was
recommended that as much as practicable, only teachers who specialized in science should be
asked to teach integrated science.
Description:
A DISSERTATION IN THE DEPARTMENT OF SCIENCE EDUCATION, FACULTY
OF SCIENCE EDUCATION, SUBMITTED TO THE SCHOOL OF GRADUATE
STUDIES, UNIVERSITY OF EDUCATION, WINNEBA IN PARTIAL FULFILLMENT
OF THE REQUIREMENTS FOR AWARD OF THE MASTER OF EDUCATION
DEGREE IN SCIENCE EDUCATION OF THE UNIVERSITY OF EDUCATION,
WINNEBA.
AUGUST, 2014