Abstract:
This study explored students’ and teachers’ perceptions of integrated science
topics in the JHS (1-3)integrated science syllabus. It compared the perception
of students’ with that of their teachers’ with the hope of ascertaining whether
the perceptions do exist.The study also explore if gender and school location
had any bearing on the performance of the students in relation to integrated
science topics. The survey method was employed where questionnaires was
administered to 300 Form Three (3) Junior High School students and their 30
Integrated science teachers. Students’ perception of the integrated science
syllabus topics questionnaires and teachers’ perception of integrated science
syllabus questionnaires were administered to the participants. Sample was
drawn out of 56 public Junior High Schools in Ketu-North District of Volta
Region where schools that had treated or completed topics in the integrated
science syllabus were those selected for the study.The study showed that the
JHS 3 students’ perceived 8 out of the 43 integrated science topics to be
relatively difficult to learn. Further, Integrated science teachers perceived 8
out of 43 topics to be relatively difficult to teach by about 20%. It is therefore
recommended among others that, in-service training and workshops should be
organized for teachers regularly by educational authorities so that teachers can
teach concept such as basic electronics, chemical compound, acids, base and
salt, electrical energy among others with ease.
