The status of integrated science teaching and learning in selected public and private Senior High Schools in the Ho municipality

Abstract

This study investigated and described the status of Integrated Science teaching and learning in randomly selected five (5) public and three (3) private senior high school in Ho Municipality. The main reasons for selecting these schools were based on the target population, controlled environment and collaboration and this was done through defining the research questions and target population, identifying potential schools, contacting the schools involves, gaining approval from the schools authorities, and obtaining informed consent. Quantitative and qualitative research methods were used for gathering data. Quantitative data were obtained from the surveys of 56 senior high school integrated science teachers and 500 senior high school students from Ho Municipality. The study was a descriptive survey. Questionnaires, interviews and checklist were the main instrument used for data collection. Triangulation of data from the teachers and the students questionnaires, interviews of the head of selected senior high schools, and checklist were used to reveal actual status of integrated science teaching and learning in the selected public and private senior high schools in the Ho Municipality. The study revealed that all the teachers in the public school were professional and experienced but the private SHS teachers only 39% were professional and experienced. The selected schools within the Municipality lacked integrated science laboratories and lab assistants, also they did not have adequate instructional resources for teaching and learning of Integrated Science. Teachers within the selected schools attested to the need to use practical oriented method in teaching but for the fact that they are not having the necessary resources they result in the use of lecture method. Additionally, the teachers, the students and the headmasters confirmed overloaded content of curriculum, lack of funds from the government and negative attitudes of students toward integrated science within the municipality. In view of this, the researcher suggested only teachers who specialize in integrated science education should be employed to teach integrated science, the integrated science curriculum should be restructured to meet the needs and aspiration of learners. Also, the use of practical oriented methods in the teaching and learning of integrated science. It was further recommended that in-service training should be regularly organized for integrated science teachers. Effort should also be made by the government or the relevant authorities in education to ensure that adequate teaching and learning resources and integrated science laboratories exist at all SHS in the research area.