Impact of contextual science teaching and learning approach on junior high school pupils’ performance in integrated science

Abstract

The study examined the impact of the contextual teaching and learning approach on the performance of Junior High School pupils of University Practice Junior High School, South Campus, Winneba in Integrated Science. The study adopted action research design. An intact class of 20 form two pupils was used for the study. The intervention involved five weeks of teaching using contextual teaching and learning strategies. Questionnaire, classroom observation, tests and semi-structured interview guide were used to gather data. Quantitative data were analysed descriptively using frequencies and percentages while the qualitative data was analysed thematically. It emerged from the study that pupils’ levels of participation in Integrated Science lessons improved tremendously in the contextualized Integrated Science classes. Also, the pupils were motivated and expressed interest in studying Integrated Science. They attributed this to the use of contextual teaching and learning approach during science lessons. The approach, according to them, related science concepts to their daily activities which gave them a positive outlook towards the subject. The use of the approach increased their attention during science lessons and they were punctual for science lessons. This was reflected in their performance in the tests administered to them during the intervention. Their performance in tests administered during the intervention phase and post intervention phase steadily progressed. The study concluded that contextual teaching and learning approach motivated the pupils to learn Integrated Science and improved pupils’ interest in the subject which was reflected in their active participation during the science lessons. It was recommended that the authorities of the school should encourage the science teachers to use the approach in their Integrated Science lessons to sustain their pupils’ participation in the lessons and for academic excellence of the pupils.