Abstract:
This study was designed to investigate the Pedagogical Content Knowledge of
Integrated Science teachers, how it influences their teaching of the subject and its
impact on students’ achievement at the Junior High School level. The explanatory
sequential mixed method design was used in this study. This is due to the fact that
study was of quantitative priority where greater emphasis was placed on the
quantitative method while the qualitative method played a secondary role. The
research was carried out in four circuits and eight Junior High School selected at
random from these circuits. The sample comprised 15 Integrated Science teachers and
124 Junior High School three (3) students. The main instruments used were
questionnaire and observation schedule. Cronbach alpha (α) values of both teachers’
and students’ questionnaires were respectively found to be 0.72 and 0.68. The results
showed that the Integrated Science teachers lack consistency among the components
of Pedagogical Content Knowledge and this negatively affected their ability to present
concepts well for students to comprehend. This could be the reason why the Junior
High School graduates show mediocre scientific knowledge and perform poorly in
Integrated Science in the Basic Education Certificate Examination.
It was also found out that the students perceived Integrated Science teachers’
Pedagogical Content Knowledge to have a significant impact on their academic
achievements in 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 FULFILMENT OF THE REQUIREMENT FOR THE AWARD OF
THE DEGREE OF MASTER OF EDUCATION IN SCIENCE EDUCATION
OF THE UNIVERSITY OF EDUCATION, WINNEBA
2015