Teaching and Learning of Integrated Science Among Non-Science Students in the Central Region of Ghana

Abstract

There has been a growing recognition of the need for a scientifically literate population to tackle worldwide. As a result, governments and educational institutions have invested significant resources in improving science education. This study investigated the teaching and learning of Integrated Science among non-science students in the Central Region of Ghana. The study focused on the non-science students’ perception, attitude towards science, how science is taught and the availability of teaching and learning resources in teaching Integrated Science. The study used an explanatory sequential mixed-methods design and 522 non-science students and 10 integrated science teachers in the Cape Coast Metropolis were selected using multi-stage sampling techniques. A questionnaire, semi-structured interview guide and observational checklist were used to collect both qualitative and quantitative data and the data were analyzed using means, standard deviation, one-way Analysis of Variance (ANOVA) and thematic analysis. The study found that non-science students generally have a negative perception of science and negative attitudes toward science. Teachers teaching non-science students use lectures as the predominant teaching approach. It was also found that non-science students have limited access to resources like laboratories, textbooks, and charts, hindering their engagement with scientific principles. Based on the findings, it was recommended that the Ghana Education Service, through the heads and science teachers, should organize science fairs and interactive workshops that allow students to engage with science in a practical and enjoyable way to promote a more positive attitude and perception of science among non-science students.