Integrated science instructional approaches in selected senior high schools in the Gomoa East district

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.