Public junior school students’ performance in integrated science in the Jirapa municipality.

Abstract

This study aimed to investigate the performance of public junior high school students in Integrated Science in the Jirapa Municipality in the Upper West Region of Ghana. Utilising a pragmatic paradigm and a mixed-methods approach, the research specifically employed a sequential explanatory mixed-methods research design. The study implemented both probability and non-probability sampling techniques, selecting 200 students through stratified simple random sampling, while 10 Integrated Science teachers were chosen using purposive sampling. Data collection utilised questionnaires, tests, and an interview guide, all of which were pilot-tested in various contexts. The questionnaire demonstrated a Cronbach’s Alpha reliability value exceeding 0.75, confirming its suitability for the study. Test reliability was assessed via a two-way random-effects model (test-retest reliability). The reliability and validity of the interview items were ensured through member checking and confirmability, whilst the content validity of the tools was validated by the study supervisors. The quantitative data gathered from questionnaires and tests were analysed using descriptive statistics (frequencies, percentages, means, and standard deviations) with SPSS software (2020), whereas qualitative data from interviews underwent thematic analysis. The findings indicated a concerningly poor performance among JHS students in Integrated Science in the Jirapa Municipality, with marked declines in both school assessments and BECE examinations. Hence, it is recommended that Integrated Science teachers across all junior high schools in the Jirapa Municipality create and implement focused remedial programmes (extra classes) to improve students’ performance in Integrated Science.