Perceptions of senior high school teachers and students on topics in the Integrated Science syllabus.

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.