Evaluating the Teaching and Learning of Integrated Science Curriculum in Basic Schools Within the Abura Asebu Kwamankese District

Abstract

Several studies conducted in Integrated Science did not address challenges at the Basic Education sector. To fill this gap in the literature, this current study evaluated the Teaching and Learning of Integrated Science curriculum at the basic education level within the Ghanaian context to investigated the low academic performance using a descriptive survey research design. The sources of data comprised BECE results and questionnaires from teachers. The Stufflebeam context, input, process and product (CIPP) evaluation model served as a guide in structuring the questionnaire. The data were analysed using descriptive and inferential statistics. (Pearson Product Moment correlation) was employed to determine the (bivariate relationship) between the study variables. The study found that learning was activity-based, and students’ performance was average. There was a significant relationship between strategies for promoting science learning and academic achievement, teachers vary their teaching strategies, and there were professionally trained science teachers and effective supervision. It is recommended that Ghana Education Service should partner with Non-Governmental Organisations (NGOs) to supply basic schools with the required teaching and learning resources, posting of qualified science teachers and boosting pupil’s confidence in learning science. It is also recommended that science symposiums should be organised on regular bases to update science teachers on effective teaching strategies. It is prudent that teachers should adopt effective teaching strategies that promote learning.