Integrated science teachers’ knowledge and practice of learner – centred instructional strategies in the Sefwi – Wiawso Municipality

Abstract

The purpose of the study was to explore Junior High School Integrated Science teachers’ knowledge and practice of learner-centred instructional strategies. The sequential explanatory mixed method research design was used for the study. Census sampling technique with a sample size of one hundred and twenty-eight (128) swas used for the quantitative and purposive sampling was used to select ten teachers for the qualitative phase of the study. The instruments for data collection were questionnaire, interview guide and observation check list. The instruments were selfadministered. It was revealed that, JHS Integrated Science teachers have substantial knowledge of the learner centred instructional strategies. JHS Integrated Science teachers’ background factors (Years of teaching experience and in-service training) contribute significantly to teachers’ knowledge level on learner centred instructional strategy. JHS Integrated Science teachers hardly apply it during lesson delivery. It was recommended that Municipal Directorate of Education should laisse with the municipal assembly to supply the needed resources to JHS Integrated Science teachers apply it and practice learner-centred instructional strategies.