Investigating the Fidelity of Implementation of Senior High School Integrated Science Curriculum n Ghana

Abstract

Science teachers hold a pivotal role in the educational system, serving as the bridge through which science curriculum is brought to life within the classroom. Among the myriad of responsibilities, they bear, one critical component is ensuring the faithful implementation of the science curriculum. This research, therefore, investigated Senior High School (SHS) science teachers’ fidelity of the science curriculum in Ghana. A total of 189 teachers from the Takoradi Metropolis in Ghana's Western Region participated in the study. Data collection methods included the use of questionnaires, observational checklists, and semi- structured interviews, allowing for a comprehensive blend of qualitative and quantitative data. Data analysis involved calculating frequency and percentages, employing Chi-Square tests, and conducting thematic analyses. The results showed that Ghanaian SHS Integrated Science teachers do not implement the Integrated Science curriculum with fidelity. Key factors contributing to this deviation include a scarcity of teaching and learning resources, overcrowded classrooms, and time constraints. Consequently, the research recommends that the Ministry of Education, the Ghana Education Service (GES), and educational stakeholders allocate adequate funding to schools for the provision of necessary teaching materials and the construction of additional classroom facilities.