Using the Experiential Approach to Improve the Study of Integrated Science at Mampamhwe M/a Junior High School Two (Jhs 2)

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UNIVERSITY OF EDUCATION, WINNEBA

USING THE EXPERIENTIAL APPROACH TO IMPROVE THE STUDY OF INTEGRATED SCIENCE AT MAMPAMHWE M/A JUNIOR HIGH SCHOOL TWO (JHS 2)

BY

CHARLES WUNDENGBA

A PROFESSIONAL PRACTICE TERM PAPER PRESENTED TO INSTITUTE FOR EDUCATIONAL DEVELOPMENT AND EXTENSION, UNIVERSITY OF EDUCATION, WINNEBA, IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF BACHELOR IN EDUCATION.

MAY, 2012

UNIVERSITY OF EDUCATION, WINNEBA

USING THE EXPERIENTIAL APPROACH TO IMPROVE THE STUDY OF INTEGRATED SCIENCE AT MAMPAMHWE M/A JUNIOR HIGH SCHOOL TWO (JHS 2)

BY

CHARLES WUNDENGBA

A PROFESSIONAL PRACTICE TERM PAPER PRESENTED TO INSTITUTE FOR EDUCATIONAL DEVELOPMENT AND EXTENSION, UNIVERSITY OF EDUCATION, WINNEBA, IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF BACHELOR IN EDUCATION.

MAY, 2012

CHAPTER ONE

Introduction

This chapter shall be looking at the background to the study, statement of the problem, purpose of the study, research questions, significance of the study, delimitations, limitations and organization of the study.

Background to the study

The importance of science in today’s world is overwhelming and therefore the education system throughout the world has geared itself to provide the required training in scientific skills to meet this growing challenge.

Many countries have transformed themselves from poor feudal type economies through the increasing application of science and technology. China and India are two outstanding examples as they have grown to become economic and industrial power houses and in several ways compete effectively with developed countries. Any country which does not give the needed assistance to the study of science usually lacks development. Through science, bridges are constructed, vehicles manufactured, roads constructed and knowledge expanded.

In spite of the relevance of science mentioned above, the pupils of Mampamhwe M/A JHS 2 have difficulty in studying and understanding science. The three aspects of pure science and one applied science (Agricultural science) have been combined to form the basis for the study of science at the junior high school. Collectively, they are known as integrated science.

During the end-of-term examination, less than 40% of the thirty five (35) pupils in the class barely get above the average mark of fifty (50) in integrated science.

The pupils mentality that, integrated science is difficult and poor methods of teaching can be counted as factors that have facilitated the poor performance of the pupils in the subject. Not using the scientific method of solving problems in the teaching of scientific problems and solving practical questions raises an eyebrow on how pupils can grasp the concepts of the subject. With pupils living in a community which major occupation is farming (cocoa to be precise) and pupils themselves engaging in farming activities, it would have served as a good ground for the application of agricultural science and biology which forms part of integrated science. But this seems not to be the case with the pupils.

With the relevance of the study of science to the improvement of the pupils’ mind and life and also to the community as a farming one, prompted the researcher to study and investigate ways of improving the study of integrated science at JHS 2.

Statement of the problem

The problem which prompted the researcher to carry out this...
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