Comparative analysis on the effectiveness of holistic and aspect teaching of integrated science the case of West Akim Municipality

Abstract

Integrated Science is a core subject in Ghanaian senior high schools, aimed at equipping learners with scientific knowledge, critical thinking, and problem-solving skills. Ongoing debates question whether a holistic-based teaching approach (HBTA) or an aspects-based teaching approach (ABTA) better improves student outcomes. This study critically examines the two approaches in selected schools in the West Akim Municipality. The study compares the effects of HBTA and ABTA on student performance, examine gender differences, explore teachers’ experiences, and assess students’ perceptions. An evaluative mixed-methods design was employed, with a sample of 171 Form-2 students selected through stratified random sampling and 13 Integrated Science teachers chosen purposively, making a total of 184 participants. Data were collected using end-of-semester test scores, questionnaires, and semistructured interviews, and analysed through descriptive statistics, one-way ANOVA with Tukey’s post-hoc tests, and thematic analysis. Key findings revealed that there was no overall main effect favouring HBTA or ABTA (p > 0.05). Gender differences in achievement were not statistically significant (p > 0.05). Teachers highlighted resource constraints and the need for professional development to effectively implement HBTA. Students appreciated HBTA’s interdisciplinary relevance and recommended a blended HBTA–ABTA model. The study concludes that both approaches enhance outcomes, with sustained HBTA showing particular promise. It recommends investment in teacher training and resources, and suggests longitudinal research to assess long-term effects across cohorts.