Challenges and Innovative Strategies in Integrated Science Teaching: Experiences of Teachers in Rural Basic Schools in a District in Ghana.
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| Title: | Challenges and Innovative Strategies in Integrated Science Teaching: Experiences of Teachers in Rural Basic Schools in a District in Ghana. |
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| Authors: | Sakyi-Hagan, Nelly Adjoa1 |
| Source: | Journal of STEM Education: Innovations & Research. Oct-Dec2025, Vol. 26 Issue 4, p27-34. 8p. |
| Subject Terms: | *Science education, *Science teachers, *Rural schools, *Educational quality |
| Geographic Terms: | Ghana |
| Abstract: | The provision of quality science education in basic schools in Ghana remains a significant challenge, particularly in resource-constrained settings such as the rural basic schools of the nation. This study explored the lived experiences of Integrated Science teachers in these rural schools, specifically in the Gomoa East District (GED), focusing on the challenges they encounter and the innovative strategies they employ to facilitate effective teaching and learning. The study adopted a qualitative research approach with a case study design and employed semi-structured interviews, a focus group discussion, classroom observations, and document analysis with seven purposively sampled teachers. Data were analysed using thematic analysis supported by descriptive statistics from the Statistical Package for Social Sciences (SPSS) version 25.0. Findings revealed that the teachers faced multiple challenges, including inadequate access to essential teaching resources, limited opportunities for continuous professional development, low incentives, and language barriers arising from the use of English as the medium of instruction. The study found; however, that, despite these challenges, the teachers demonstrated resilience by adopting learner-centered approaches such as field trips, instructional videos, real-life demonstrations, peer teaching, and interactive questioning techniques to enhance student engagement and understanding of concepts in Integrated Science. Notably, the teachers reported positive changes in students’ attitudes toward the subject, improved academic performance, and reduced dropout rates due to these strategies. Thus, the study recommends the provision of adequate teaching and learning resources, continuous professional development programmes, and policy adjustments to support teachers in rural areas, specifically the GED. These would ensure equitable access to quality science education, irrespective of students’ socio-economic status and geographical location. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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