%0 Journal Article
%T Challenges in Teaching Integrated Science in Junior
High Schools
%A Philip Dorsah
%A Gabriel Awini
%A Mary Okyer
%A Abdul-Ganiu Alhassan
%A Issahaku Shahadu
%A Alban Kaningen Nubazung Kpemuonye
%J Open Access Library Journal
%V 11
%N 2
%P 1-13
%@ 2333-9721
%D 2024
%I Open Access Library
%R 10.4236/oalib.1111101
%X <p class="MsoNormal">
	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.<o:p></o:p>
</p>
%K Integrated Science
%K Science Education
%K Junior High School
%K Science Laboratories
%K Teaching Learning Resources
%K Kassena-Nankana
%U http://www.oalib.com/paper/6813191