Abstract:
The study sought to find out the environmental factors that militate against academic
achievement in Integrated Science by pupils in JHS in Agona East District.
Descriptive survey research design was used for the study. Stratified random sampling
was used to obtain the study sample of 315 (15 teachers and 300 pupils). The two
main instruments employed for data gathering were questionnaires and an interview
protocol. The interview was audiotaped and transcribed verbatim. The main findings
were: (1) Majority of the pupils, (61 percent) held the perception that Integrated
Science was difficult compared to the other subjects because they thought it was
difficult to score high in Integrated Science. (2) The research findings also revealed
that about 57% of the pupil respondents said their school environment did not support
effective teaching and learning. (3) Many parents (46%) had no or low formal
education couple with large family size (4) Both teachers and pupils indicated that the
lecture method was the most frequently used teaching method at the expense of
practical method for lesson delivery by most of the teachers since there was
inadequate supply of teaching learning materials by headteachers and due to large
content area of the syllabus. (5) Most of the pupils (79%) did not understand most of
the lessons taught by their science teachers as a result were not able to reproduce most
of the things they learnt during examinations and pupils (65%) were unable to read
and understand the Integrated Science textbooks on their own. It was recommended
that, since attitudes can be modified by experience, effective teaching strategies such
as the use of modern methods of teaching including use of computers should be used.
This can encourage pupils to be more positive in their attitude and perceptual
orientation towards Integrated Science. Also, headteachers and government should
supply all the necessary materials and resources (infrastructure) needed for efficient
implementation of the syllabus on regular basis. The study has established that school
environment and home environment of the pupil exert some potent and positive
influence on pupils‟ achievement in Integrated Science. Based on the findings of the
study, it can be concluded that (1) the fact that both teachers and pupils held the
perception that Integrated Science was a difficult subject could reflect in the teaching
of the subject by the teacher and in the learning by the pupils which might result in
poor performance of the pupils. (2) Most of the parents of the pupils had low or no
formal education coupled with large family size which could result in little or no
supervision of pupils learning at home might have militated against pupil‟s academic
achievement. (3) The excessive use of lecture method of teaching and overcrowding
of classrooms with pupils could lead to poor attitude of pupils towards Integrated
Science and consequently militate against academic performance of the pupils. (4)
The inability of pupils to understand Integrated Science lessons and poor study habits
could be a militating factor against pupils‟ academic performance. (5) Financial
irresponsibility of some parents towards their wards education might have militated
against the academic performance of the pupils.
Description:
A thesis in the Department of Science Education, Faculty of Science Education, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Science Education) in the University of Education, Winneba
NOVEMBER, 2021