The purpose of this study was to investigate the
difficulties of teaching integrated science at the Junior High School level in
the Kassena-Nankana Municipality. Based on the positivist paradigm, a survey
design was adopted. The study sampled eleven (11) integrated science teachers
on purpose. The main challenges of teaching integrated science were discovered
to be a lack of laboratories (M = 1.0, SD = 0.00), a lack of laboratory
apparatus and equipment (M = 1.85, SD = 0.95), a lack of chemicals for simple
experiments (M = 1.22, SD = 0.36), insufficient teaching and learning materials
(M = 2.55, SD = 1.09), and insufficient curriculum materials (M = 1.86, SD =
0.64). There were no issues with teacher qualification (M = 3.73, SD = 1.56),
teacher adequacy (M = 3.27, SD = 1.19), students’ attitudes toward integrated
science (M = 3.64, SD = 0.78), or teaching strategy (M = 3.23, SD = 0.28). This
means that competent teachers are available in schools to teach integrated
science. The study suggested that well-equipped laboratories be established, as
well as investments in instructional and educational resources.
Cite this paper
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