EXPLORING THE PERCEPTION OF JUNIOR HIGH SCHOOL TEACHERS AND STUDENTSON 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.