The Teaching of Integrated Science and Teacher Support Services

Authors

  • Beatrice Asante Somuah
  • Emmanuel Oheneba Agyenim-Boateng

Abstract

This is an investigative and explorative study into the challenges of teaching integrated science in the public Junior High Schools in the Kwahu West Municipality. It also looked at the teacher support services available in the Municipality to help science teachers deal with challenges that might exist to hinder their performances. All the 60 integrated science teachers, the 50 heads of public Junior High Schools as well as the eight circuit supervisors and science coordinators in the municipality were purposively selected for the study. A descriptive survey design was used for the study. Data were collected with a set of questionnaire and an interview schedule and were analysed using frequencies, percentages and the independent sample t-test. It was found out that even though the support services were available in the Municipality, their quality cannot be said to be the best and enough to help the science teachers deal with challenges they might face. It was, therefore, recommended that there would be the need for regular organisation of professional development activities as well as provision of science workshop, science equipment and motivational strategies for science teachers by the Ghana Education Service to help them deal with the challenges.

DOI: 10.5901/jesr.2014.v4n3p11

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Published

2014-05-02

How to Cite

Somuah, B. A., & Agyenim-Boateng, E. O. (2014). The Teaching of Integrated Science and Teacher Support Services. Journal of Educational and Social Research, 4(3), 11. Retrieved from https://www.richtmann.org/journal/index.php/jesr/article/view/2689

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Articles