Abstract:
This study investigated upper primary school teachers ‘utilization of instructional time during the teaching and learning of integrated science. Teachers’ expectations of science lesson delivery and their actual practices in the classroom and their difficulties in teaching integrated science were also investigated. A multi-site case study approach was adopted for this study and the participants were purposively selected. Data were collected from primary four, five and six classrooms in two basic schools in Cape Coast in the Central Region of Ghana using a classroom observation checklist and teachers’ interview schedule. Six teachers were interviewed and 18 classroom lesson observations were made. The results indicated that teachers apportioned instructional time for reading, discussion, brainstorming, practical activities and demonstration. However, teachers’ expectations of their lessons were contrary to their actual classroom practices. Out of the 18 lessons observed, it was only in four lessons that teachers’ were seen using the right teaching and learning materials. Also, factors such as interruptions within and outside the classrooms, unavailability of learning materials, large class sizes, extracurricular activities and the nature of classrooms for science lessons were some of the difficulties integrated science teachers’ had in managing classroom instructional time. It was recommended that the Inspectorate Division of the Ghana Education Service should be adequately resourced to provide effective monitoring and supervision of instruction in schools to ensure effective teaching and learning of integrated science.
