Exploring the perception of junior high school teachers and students on topics in the integrated science syllabus

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.