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SENIOR HIGH SCHOOL STUDENTS’ VIEWS ON THE TEACHING OF INTEGRATED SCIENCE IN GHANA
Abstract
This study examined Senior High School students’ perceptions of the teaching of Integrated Science in Ghana. The design of the study was descriptive survey. Stratified random sampling method was used to select the schools and subjects for the study. A student questionnaire, titled, “Science Opinion Questionnaire (SOQ)” was used to collect information from 350 SHS 3 students. The views of SHS students were that most of the processes of science (i.e. observing, hypothesising, classifying, taking measurements, reporting, etc.) were not often carried out in Integrated Science lessons. The chi-square test revealed that school setting had significant effect on the students’ opinions of the activities carried out by students and what the teachers do during integrated science lessons. It was suggested that UEW should critically examine its integrated science curriculum to tailor it towards producing teachers who can teach science as an integrated whole or unit.
Key words: students’ views, teaching strategies, student’s activity, integrated science lesson.