Abstract:
This study explored students’ and teachers’ perceptions of integrated science topics in
the Senior High School integrated science syllabus. The objectives of the study were,
to identify perceived difficult topics in the Integrated science syllabus among students,
and their teachers, reasons by teachers for the perceived difficult topics to teach and a
comparism of students’ perceived topic difficulty based on gender. To achieve this, the
descriptive survey method was employed in the collection of data from 207 SHS three
(3) students and their 18 integrated science teachers in two schools within the Cape
Coast Metropolis who were purposively sampled for the study. The instruments used
were questionnaires for both teachers and students. Data collected was analysed
through the application of t-test, mean, standard deviation, and percentages, using the
statistical package for social science (SPSS). The study revealed that biotechnology,
endogenous technology, atmosphere and climate change, hydrological cycle, and
nuclear energy were the most perceived difficult topics to understand by students.
Integrated science teachers expressed reasons for some perceived difficult topics to
teach. The study also established no significant difference in topics perceived to be
difficult by male and female students. Both students and teachers expressed diverse
levels of perceived difficulty in integrated science topics in the syllabus. The study
therefore, recommended that the Management, Science heads of departments and
Integrated science teachers of the sampled schools should review and simplify
identified difficult topics in the integrated science syllabus for easy teaching and
understanding by teachers, and students. It was also recommended that as much as
possible all stakeholders should help to provide adequate teaching and learning support
for integrated science to help in the teaching and learning process so as to improve
students’ performance.
Description:
A thesis in the Department of Science Education,
Faculty of Science Education, submitted to the
School of Graduate Studies, in partial fulfillment
of the requirements for award of the degree of
Master of Philosophy
(Science Education)
in the University of Education, Winneba
