CHAPTER ONE

INTRODUCTION

Background to the study

According to the 10th edition of Oxford advance learner’s dictionary, (2015) science is

knowledge about the structure and behavior of the natural and physical world, based on facts that

you can prove, for example by experiments. Encarta Encyclopedia (2016) also defines science as

the systematic study of anything that can be examined, tested and certified. The focus of science

therefore is to understand the natural world. This means science deals with the process of

acquiring knowledge through observation and experimentation to describe and explain natural

phenomena and to understand the natural world.

Integrated science is the fusion of several branches of science into a single subject. In other

words it is an approach to the study of science where several fields of science are studied

together in a holistic manner such that no single field stands on its own. Its study at the basic

level equips the young person with the necessary process skills and attitudes that will provide a

strong and firm foundation for further study of science at the Senior high school level and

beyond.
The study of science generally aims at inculcating scientific literacy and culture for the citizenry,

so that people can make informed choices in their personal lives and approach challenges in the

workplace in a systematic and logical order. It also aims at producing competent professionals in

the various scientific disciplines who can carry out research and development at the highest level

(Curriculum Research and Development Division, 2016). This means that pupils should be

trained to investigate phenomena, develop inquiry, problem solving and creative skills as well as

provide capabilities in engineering, science research and innovation. The solution to

developmental challenges in every country is the promotion of science and technology education

especially at the pre-tertiary level. It is not just science and technology alone but science and

technology coupled with the development of the culture of innovation. According to CRDD,

(2016) the National Syllabus for integrated Science is consciously designed to raise the level of

scientific literacy of all students and equip them with the relevant integrated scientific knowledge

needed for their own survival and for the development of the country.

Integrated science plays a critical role in the educational development a child as it sharpens the

mind of the individual as well as deepens his or her reasoning abilities and also provides a means

of interacting with nature. The study of science also provides opportunities for the development

of positive attitudes and values such as perseverance, patience, honesty, truthfulness, curiosity to

explore the environment, accuracy in recording information and open-mindedness. These

attributes are essential for the development of every society. The individual learning science at

the early stage of school will be able to use the knowledge gained to fulfill his or her own

personal potentials, live in a society and make good use of the available materials found in the

environment. Ghana’s participation in the global knowledge system depends on the development
of a strong science and technology knowledge base which is currently the currency for economic

and social transformation of nations.

Despite all the benefits that science brings, it was discovered from the chief examiners’ report

each year that majority of the candidates perform below average in integrated science both at the

BECE and WASSCE basically due to pupils’ inability to apply scientific knowledge to physical

phenomena. According to the Science and Mathematics Education (SME) report, (2015) the

enrolment in science-based program at Senior High School declined from 30.6% in the year

2000 to 26.6% in 2005. Enrolment in Science program in Universities is also about 35%. Also, in

2015 out of the total of 468060 candidates who sat for the BECE, 6.4% had grade 1- 3, 54% had

grade 4-5 while 39.6% had grade 6-9 in integrated science. (MOE, 2015). Similar result was

produced in the Eastern region region as 18% had grade 1-3, 36% had average grade (4-5) and

42% had below average (6-9). Similar results also were produced in 2016, and 2017 academic

years.

Year/grade 1-3 4-5 6-9 Total number of

% % % Candidates

2015 6.4 39.6 54 468060

2016 18 36 46 126010

2017 20 38 42 134262

This shows the decline in the standard of science education in [Link] decline in the

performance of pupils was attributed to some factors such asthe use of uncreative and outmoded
methods of teaching and learning in the schools, non-availability of science laboratory and

equipment, lack of science practical lessons in schools and the use of inadequate teaching and

learning materials.

The pupils of Sagyimase Methodist basic school school are no exception. The target population

of the study was all basic seven (7) pupils of Sagyimase Township. Sagyimase is a farming

community in the Eastern region of Ghana in the Abuakwa South District. Majority of the people

are engaged in cocoa, , plantain, maize and cassava farming as well as petty trading with few

being teachers, clerk and accountant.

Analysis of the BECE results of Sagyimase Methodist Junior High School, from 2012 to 2015

reveals the following trends:

Year/grade (1-3) (4-5) (6-9) Total number of

% % % candidates

2012 0 58 42 27

2013 8 40 52 29

2014 9 39 52 22

2015 0 15 85 25

From the statistics above, candidates who had grade 1-3 from 2012 to 2015 was 0%, 8%, 9%,

and 0% respectively, grade 4-5 was 58%, 40%, 39% and 15% respectively. Furthermore, grade

6-9 under the same period under review were 42%, 52%, 52% and 85% respectively. This means

that more candidates had below average (grade 6-9) in 2013, 2014 and [Link] many as 85% of

candidate who took the BECE in 2015 had grade 6-9 which clearly shows the declining
performance of pupils in integrated science in the school. This same trend was observed in the

class where this research took place. The problem was observed through class exercises, class

tests, interviews as well as observation.

As a result of the above trend, this study was undertaken primarily to find out the cause(s) of

this low performance in integrated science and to use scientific inquiry approach to address the

situation. Inquiry method helps the individual to critically observe related number of scientific

concepts and processes and then construct knowledge based on their experiences. It is also used

arouse interests and curiosity of pupils in a lesson and helps pupils to learn a scientific skill.

Scientific inquiry approach helps in nurturing scientific inquiry and understanding and

developing innovative capacity in the pupils at the basic school level.

Perceived problem

About 75% of basic seven (7) pupils of Sagyimase Methodist basic school do not perform well in

integrated science, especially with the topic ‘measurement’.

DIAGNOSIS

Evidence

Through class exercises, observation and oral interview, the following evidence were gathered.

 About 80% of pupils scored below average in class exercises and assignments related to

measurement.

 About 65% of the pupils do not take active part in science practical lessons.

 Pupils cannot apply basic scientific concepts to practical situations.

 Pupils lack inquiry and investigative skills and are unable to perform science experiments

accurately.
 About 75% of pupils complained that science is difficult.

Causes

The following were identified as causes of low performance of pupils in integrated science:

 Use of uncreative and outmoded methods of teaching and learning in the school e.g. chalk

and talk approach, textbook dependent, examination-oriented teaching; learning by rote

memorization (chew-pour-pass-forget).

 Teachers using teacher centred approach during lesson delivery instead of child centred

approach which is activity oriented.

 Non-availability of science laboratory and equipment.

 Lack of science practical lessons in the school.

 The use of inadequate teaching and learning materials.

 Non-utilization of community resources and improvised materials in science teaching and

learning.

Statement of the problem

About 75% of basic seven pupils of Sagyimse basic School perform below average in class

because most teachers used the lecture method in teaching instead of using activity oriented

approach where pupils would be involved in the learning process to enhance understanding of

scientific concepts.

It was discovered that pupils lack interest in the subject because teachers do not use appropriate

teaching techniques to arouse their interest in the subject as well as the use of inappropriate

teaching and learning materials and lack of improvisation in teaching Integrated Science which

made science lessons boring, abstract and difficult to pupils. These methods of presenting
science lessons killed the pupils’ motivation and interest in studying Integrated Science. As a

result, pupils are unable to apply scientific concepts to physical phenomenon. Also, Pupils lack

inquiry and investigative skills and are unable to perform science experiments accurately .If

measures are not taken to address the problem, pupils’ interest and motivation is science will

eventually be eroded and they would not acquire skills in inquiry and therefore make it difficult

for pupils to understand scientific concepts and improve their performance. If the problem is not

addressed immediately, pupils are likely to fail their Basic Education Certificate Examination

(BECE), and since integrated science is a core requirement for further study after the basic level,

in the long run, Ghana will lose the much needed services of doctors, engineers, nurses,

pharmacists, computer scientists, etc. Since Ghana’s participation in the global knowledge

system to a large extent depends on the development of a strong science and technology

knowledge base which is currently the currency for economic and social transformation of

nations, Ghana is likely to lag behind in development.

Intervention

The following interventions were used for the study:

 The use of inquiry approach in teaching volume of irregular object.

 The use of inquiry method (confirmation inquiry and structured inquiry) in teaching

density of irregular object.

Purpose of the study

The main purpose of study is to use scientific inquiry approach to help basic seven pupils of

Sagyimsa Methodist School to improve their performance in the study of measurement in

integrated science.
Objectives of the study

The following objectives were formulated to guide the study:

 Use teacher scientific inquiry in practical lessons to improve the performance of pupils in

learning volume of irregular objects.

 Use confirmation inquiry method to help pupils find the mass and volume of objects

 Use structured inquiry to help pupils enhance their performance in finding density of

irregular objects.

Research questions

To enhance the quality of the study, the following research questions were formulated to guide

the study:

 To what extent will the use of scientific inquiry in practical lessons improve pupils’

performance in learning volume of irregular objects?

 How can the use of confirmation inquiry help generate interest of pupils in learning about

mass and volume of objects?

 How will structured inquiry enhance pupils’ performance in finding the density of

irregular objects?

Significance of the study

It is hoped that the outcome of this research will greatly enhance the performance of basic seven

pupils of Sagyimase basic School and propel them to higher level in science education and

academic excellence. This research will also inform teachers, educationists, students and policy

makers of the reasons for the low performance of basic school pupils in Integrated Science and

serve as a model for basic school teachers to adopt appropriate methods and strategies in

teaching Integrated Science in order to enhance the performance of their pupils.

Most importantly, this research will guide curriculum developers in Integrated Science to

improve upon the types of activities and materials suggested in the syllabi and pupils’ textbooks

for basic schools. It is equally my hope that the content of this research will provide a framework

for further research to be carried out in exploring various strategies to enhance the performance

of pupils in integrated science education, especially the use of inquiry and demonstration

methods at the basic schools.

Limitation of the Study

The writer intends organizing an integrated science seminar through which students will

be taught the concept of measurement. Considering where the study is being done, it will be

extremely difficult to invite very competent resource persons to the place.

Again, financial constraints may prevent the researcher from inviting a qualified

resource person if any is around and to print more questionnaires for collection of data.

Another limitation may be that when answering the questionnaire, pupils may be

influenced by friends such that they will not be objective. Hence the reality on the ground will

not be known. This can affect the reliability and the validity of the results.

Lastly, the time frame for the study is not sufficient as to allow a long time intervention

and follow up.

 Delimitation of the Study

The study is conducted at Sagyimase Methodist basic school and restricted to only basic

seven (7) pupils. In spite of the many subjects offered at the junior high school , the researcher

chooses to limit the study to integrated science because of the fact that the subject is so crucial

in almost every subject we study and their application to daily lives of students. It is for this

reason that integrated science is made a core subject in Ghana.

The study is restricted to only ten (10) pupils out of the eighteen (18) pupils in the class.

The choice conduct of the study of only ten (10) represent the entire population of the class.

The researcher wants to what extent this is true.

ORGANIZATION OF THE STUDY

They study of the measures to enhance the understanding and the performance of basic

seven (7) pupils in measurement using scientific enquiries approach. The factors mitigating

against pupils understanding and performance and consequently leading to their failures have

been captioned into five chapters, references, and appendix. The first chapter is the

introduction of the project. This chapter puts the study into perspective. It describes the

background of the study, the statement of the problem, states clearly the purpose of the study.

It further describes the specific hypothesis of the research questions to be tested or answered.

The first chapter again talks about the distributions of the study limitations of the study and

finally the organization of the study which describes how the whole project has been
structured.

The second chapter which is the review of related literature talks about what other

researchers have discovered in this same area of study. It has been treated under major and

minor reviews. The major review deals with the factors mitigating against pupils understanding

and performance. The minor review also consists of the various interventions put in to enhance

understanding and performance of pupils in measurement, then the summary, conclusion and

recommendation of the chapter.

The research methodology section of the project makes up the chapter three of this

research work. It entails the research design which is the specific strategies the researcher will

employ in collecting, analyzing and reporting the research intends to generalize the result of

the study.

The sample and sampling procedures are also described under the population of the

study. Again it consists of the instrumentation and their relevant to the study. Procedures used

in collecting data, thus the pre-interventions, interventions and post-interventions made in

collecting the data as well as how the data collected will be analyzed is also treated under the

research methodology in chapter three.

The chapter four is the results, findings and discussion. This chapter talks about the

presentations of the results and findings obtained during the research and their discussion as

well as the comprehension of the results. It describes the data obtained from the various

instrument used. It discusses pertinent issues that were obtained in the data collected. It also

discussion how the instrument and interventions help to arrive at findings. The problems
addressed and those which were not as well as the general outcome of the intervention are

also treated under this chapter.

Summary, conclusion and recommendations is treated under the last chapter which is

the chapter five of the report. The chapter five consist of the overview of the research problem

and methodology as well as the summary of key findings, recommendations, suggestions of

area for further research as the interventions should be modified in subsequent research are all

treated under the chapter five which eventually is the last chapter of the project.

CHAPTER TWO

LITERATURE REVIEW

Overview

This chapter reviews literature relevant to the topic under study. It presents theoretical and

empirical evidence on the topic under study. The review was carried out under the following

headings:

The concept of science

According to the online encyclopaedia (2014), Science in its original sense is a word for a type

of knowledge (scientia in Latin and epistemē Greek), rather than a specialized word for the

pursuit of such knowledge. It continues to explain that in modern usage, "science" most often

refers to a way of pursuing knowledge, not only the knowledge itself, but also often restricted to

those branches of study that seek to explain the phenomena of the material universe. It therefore

defines science as a systematic enterprise that builds and organizes knowledge in the form of
testable explanations and predictions about the universe. The Collins English dictionary,(2016)

defines science as the systematic study of the nature and behavior of the material and physical

universe, based on observation, experiment, and measurement, and the formulation of laws to

describe these facts in general terms. The American Heritage Science dictionary, (2015) also

with a similar view defines science as the investigation of natural phenomena through

observation, theoretical explanation, and experimentation, or the knowledge produced by such

investigation. According to the 10 th edition of Oxford advance learner’s dictionary, (2016)

science is knowledge about the structure and behavior of the natural and physical world, based

on facts that you can prove, for example by experiments. The Encarta Encyclopedia, (2014) with

a similar view also defines science as the systematic study of anything that can be examined,

tested and certified. In this regard, science is seen as knowledge attained through study or

practice, or knowledge that is obtained and tested through scientific method and concerned with

the physical world.

Asiedu and Simpi, (2013) see science as a system of acquiring knowledge. They are of the view

that this system uses observation and experimentation to describe and explain natural

phenomena. Abbey, Alhassan, Ameyibor, Essiah,Fometu, and Wiredu, (2014) have similar view,

according to them; science is a continuous process of investigation and experimentation in order

to widen people’s understanding of the natural world. This process involves gathering and

recording knowledge to find answers to questions and challenges that life poses every day. Kom-

Zuta, (2015) also defines science as a method of obtaining knowledge through observation and

experimentation. Weinburgh, (2019) with a different view states that, science is based upon

evidence—not logic or faith.

From the above views, it can be seen that science deals with the method or process of acquiring

knowledge through observation and experimentation to describe and explain natural phenomena

and to understand the natural world.

The concept of integrated science

The word “Integration” comes from the Latin word ‘integrare,’ which means to restore to an

unspoiled whole. According to the 10th edition of the Oxford advance learners’ dictionary, (2016)

integration is the act of combining two or more things so that they work together. This means

that integration is bringing several parts or fusing two or more things into a single whole. When

applied to science means fusing two or more fields of science and studying them as a single

subject.

Asiedu and Simpi (2013) are of the view that integrated science involves the teaching and

learning of the natural science (Biology, Chemistry and Physics) in a holistic manner such that

none of the fields stands on its own or such that the various fields of science are interrelated.

Kom-Zuta (2013) with a similar view states that integrated science is an approach to the study of

science such that no one field stands on its own. In this way, the various fields of science are

studied in a holistic manner.

Also, Nman-wara (2015) states that integration, when applied to science course means that the

course is designed and presented in such a way that students gain the concept of the fundamental

unity of science, the commonality of the approach to problems of scientific nature and are helped

to gain an understanding of the role and functions of science in everyday life and the world in

which we live.
 Kom-Zuta (2013) argues that integrated science is the process of investigating and making

enquiry to enable students find answers to their questions, challenge their existing ideas in

powerful and supportive and creative ways.

From the above views, we can conclude that integrated science is the study of the unification of

the various fields of science such that knowledge and skills is gained in all fields which we can

place a high and measurable degree of confidence. In other words integrated science is seen as an

approach to the study of science where several fields of science are studied together in a holistic

manner such that no single field stands on its own.

Rationale for Teaching integrated science in the Junior High Schools.

According to the CRDD (2018), Modern life requires general scientific literacy for every

Ghanaian citizen, a requirement that will result in the creation of a scientific culture in line with

the country’s strategic programme of achieving scientific and technological literacy in the

shortest possible time.

To the CRDD (2018), the study of science generally aims at inculcating scientific literacy and

culture for the citizenry, so that people can make informed choices in their personal lives and

approach challenges in the workplace in a systematic and logical order. It also aims at producing

competent professionals in the various scientific disciplines who can carry out research and

development at the highest level. This means that pupils should be trained to investigate

phenomena, develop inquiry, problem solving and creative skills as well as provide capabilities

in engineering, science research and innovation. This calls for the use of appropriate teaching

methods which is geared toward developing such values in the pupils and the early stages,
especially at the basic level. It is generally accepted that, the solution to developmental

challenges in every country is the promotion of science and technology education especially at

the pre-tertiary level. It is not just science and technology alone but science and technology

coupled with the development of the culture of innovation. According to CRDD (2018), the

National Syllabus for integrated Science is consciously designed to raise the level of scientific

literacy of all students and equip them with the relevant integrated scientific knowledge needed

for their own survival and for the development of the country. The CRDD (2018), also expects

that scientific experiences in Junior High School will cultivate in pupils an interest and love for

science that will urge some of them to seek further studies in science as preparation for careers in

science.

Scope of Junior High School Integrated Science Syllabus.

The content of the Junior High School Integrated Science covers the basic sciences and includes

topics in Health, Agriculture and Industry. The course has been designed to offer a body of

knowledge and skills to meet the requirements of everyday living, and provide adequate

foundation for those who want to pursue further education and training in science and science

related vocations. Specific issues covered are the following:

1. Science for all students

2. Science as an active inquiry process

3. Science and the satisfaction of individual needs

4. Science as a profession

5. Science and culture.

The approach in the syllabus was based on scientific themes that pupils can relate to in their

everyday experiences, and related also to commonly observed phenomena in nature. The basic
 aim was to enable pupils to appreciate the links between seemingly different topics and thus

allow the eventual integration of scientific ideas. The five themes chosen are: Diversity of matter

(the Living and Non Living things), Cycles, Systems, Energy and Interactions of matter.

Although the content of the syllabus is organized into five themes, the units under each theme

are not to be viewed as separate blocks of knowledge because the themes are closely related.

(CRDD, 2018).

According to Prof. J. Anamuah-Mensah (2010) and Prof. A. Asabere-Ameyaw,(2011) Purpose of

Basic Science and Mathematics Education are:

• Exciting pupils in things around them.

• Develop inquiry, problem solving and creative skills.

• Provides foundation for development of human resources for the nation.

• Provides capabilities in engineering, science research and innovation.

• Produce scientifically literate citizens.

For the above purpose to be achieved there is the need to adopt appropriate teaching method

which will engage pupils to develop inquiry, problem solving and creative skills as well as help

pupils apply scientific principles and concepts to physical phenomena.

Importance of science

Science and technology have contributed immensely in all aspects of human endeavours. It has

brought about a remarkable change in our societies. The products of science have influenced

deeply the affairs of men in the fields of medicine, agriculture, manufacturing,

telecommunication and transportation. Science has gone a long way in making life comfortable

and worth living. Today, science is bridging the gap between countries in terms of
communication and transportation through the age of information technology. It has also reduced

the world to a global village.

According to Asiedu and Simpi, (2013) science and technology had led to improved health,

improved communication, improved Agriculture and improved transportation as well as

improved education and sanitation. With regards to health, they are of the view that application

of science and technology has led to the production of vaccines and drugs to fight against

diseases as well as equipment needed to diagnose diseases and perform more successful surgical

operations. They further asserts that, science and technology has made accessing, processing and

transmission of information easier and faster through the use of computers, satellites, fax

machines, mobile phones and the internet. In terms of improved agriculture, they states that

science and technology has led to the production of mechanised farm equipment such as ploughs

and combine harvesters as well as provision of improved chemicals, weedicides and other agro-

chemical which has made agriculture easier, convenient and increased productivity. They are of

the view that production of cars, aeroplanes, ships and trains which are the results of application

of scientific principles has facilitated the movement of goods and people from one place to

another.

Integrated science plays a critical role in the educational development a child. It sharpens the

mind of the individual as well as deepens his or her reasoning abilities and also provides a means

of interacting with nature. The study of science also provides opportunities for the development

of positive attitudes and values such as perseverance, patience, honesty, truthfulness, curiosity to

explore the environment, accuracy in recording information and open-mindedness. These

attributes are essential for the development of every society. The individual, learning science at

the early stage of school will be able to use the knowledge gained to fulfill his or her own
personal potentials, live in a society, and make good use of the available materials found in the

environment (CRDD, 2018).

The importance of science and technology in national development cannot be over-emphasized.

It is a known fact that no nation can develop without science and technology. Developed nations

of the world like the America, Germany, France, China, Japan, etc. boast of several scientific

inventions which make them to be rated as the world powers. Science and technology is the pivot

of any nation’s development.

A nation without science and technology is definitely a backward nation and such a nation will

be considered undeveloped. Science and technology is associated with modernity and it is an

essential tool for rapid development. Modern gadgets in all aspects of human comfort are

inventions of science and technology. Electricity, aircraft, telephone, television, computers and

other forms of machinery could not have been invented without science and technology.

Science and technology is also very essential in the production of medicine and treatment of

diseases. A nation which lacks the necessary science and technology in this area will have to

depend on other developed nations for the existence of its people. Such a nation cannot be said to

be independent because it has to depend on the whim and caprices of other nations with the

necessary science and technology.

“The development of a nation depends solely on the amount of science and technology at the

disposal of such nation. A strong and virile nation is a nation with adequate technology to make

its people comfortable. A nation without science and technology cannot feed its people because

agriculture requires the application of science and technology”. This helps to produce food crops
on a large scale at reduced prices. ([Link]

[Link]: 08-04-14, 07:25GMT)

CHAPTER THREE

METHODOLOGY

This chapter is concerned with the methodology used in this research. It embodies the

research design, the population sample and sampling procedure used, the research instruments

used, data collection procedure and data analysis as well as intervention.

RESEARCH DESIGN

At the research design of the methodology section, one would read about the specific

strategy the researcher employed in collecting, analyzing and reporting the research. The

researcher decided to use the descriptive survey to investigate into the problem and also

enable him to collect relevant data to test his hypothesis or the research questions. The

purpose of the research design is to observe, describe and document aspect of a situation as it

naturally occurs.

POPULATION AND SAMPLE SELECTION

The population of the study or the target population to whom the research intended to

generalize the results of the research is basic seven pupils of Sagyimase Methodist basic scool.
Basic seven pupils of Sagyimase Methodist basic school has a population of eighteen (18) pupils

which are made of eight (8) males and ten (10) females. Out of this number, the focus was on 5

(five) pupils which are a member of basic seven (7). This number was chosen based on gender

inclusivity to avoid any form gender bias. Thus taking the population of ten (10) pupils was

relevant for the study. It has been said earlier that out of eighteen (18) pupils in the school, only

ten (10) were selected for the study which represents 55.55% . This happened as a result of the

nature of the course, time available for the study, financial constraints and many others. These

challenges were the factor that inhibited the researcher from choosing more than the given

figure discussed already. The above figure indicates that the sample size was ten (10) out of 18

pupils in basic seven (7). The method used for the sampling was random sampling. In the

random sampling, the lottery method was used. This method ensures that each pupil has an

equal chance of being selected or picket. The procedures are described below;

1. A sample frame was constructed by preparing a list of students or pupils records which

includes names and addresses of sample unit in alphabetical order and numbered

accordingly.

2. The names listed in sample frame and their numbers were written on slips of paper and

were put in a container.

3. It was well mixed and a slip of paper was removed at a time from the container without

working into it.

4. The name and number on the slip selected was recorded and was thrown back into the

container before the next picking was done.

RESEARCH INSTRUMENTS
 The investigator’s aim of embarking on this study was to have a reliable and effective

findings which will serve as evidence to the suggestions and recommendation that will be made

for further study. With this aim, the investigator thought it useful to use observation, the

questionnaire, pre-test and post-test as his research instruments.

The investigator used observation on both the teacher and pupils, pre-test and post-test

on the pupils and the questionnaire on the teachers. The investigator used observation

technique since, there were information which when asked or interviewed would not get from

both the teacher and the pupils. Questionnaire was used by the investigator on the account

that the teacher can read, understand and provide the relevant information that will be

demanded by the questionnaire.

Finally, the pre-test and the post-test were used on pupils to find out their previous

knowledge and the current knowledge that would be obtained after the intervention process

respectively.

DATA COLLECTION PROCEDURES

The questionnaire was administered by the non-mail that is personal delivery. Set of printed

questions were designed to gather specific data from respondents through the answers they

gave. The questionnaire was handed over to the prospective respondents to be taken home

and provided the answers themselves.

 At the intervention, the interview guide was prepared which included the questions to

be asked and spaces to record the answers the respondents gave. The interview was conducted

both at school and at home.

Teachers especially science teachers were also interviewed to find those things

responsible for the causes of the non-availability of science laboratory and measuring

equipment. The researcher also engages himself in the observation of pupils at the science

laboratory during practical lessons. Findings from the observation were recorded during the

process. The researcher employed the passive observation technique. This implies that the

assessor did not take active part but just did strict recording data. The assessor or the

researcher was made to through the questionnaire so that validity could be assured as well as

the interview guide.

INTERVENTION PROCESSES

INTERVENTION;

This simply refers to a set of strategies planned and implemented to solve a specific

problem or improve of reform an educational practice located in an immediate situation. The

intervention processes have been put into three categories. That is pre-intervention,

intervention and post-intervention.

THE PRE-INTERVENTION

This is the procedure that the researcher adopts in trying to define or diagnose the
perceived problem before the actual intervention. In this research work, the researcher at the

pre-intervention stage, observed the following that;

The following were identified as causes of low performance of pupils in integrated science:

 Use of uncreative and outmoded methods of teaching and learning in the school e.g. chalk

and talk approach, textbook dependent, examination-oriented teaching; learning by rote

memorization (chew-pour-pass-forget).

 Teachers using teacher centred approach during lesson delivery instead of child centred

approach which is activity oriented.

 Non-availability of science laboratory and equipment.

 Lack of science practical lessons in the school.

 The use of inadequate teaching and learning materials.

 Non-utilization of community resources and improvised materials in science teaching and

learning.

EVIDENCE

Through class observation, questionnaire and oral interview on the sample space chosen,

the following evidence were gathered;

 About 80% of pupils scored below average in class exercises and assignments related to

measurement.

 About 65% of the pupils do not take active part in science practical lessons.

 Pupils cannot apply basic scientific concepts to practical situations.

 Pupils lack inquiry and investigative skills and are unable to perform science experiments

accurately.

 About 75% of pupils complained that science is difficult.

 INERTVENTIONS

The following interventions were used for the study:

 The use of inquiry approach in teaching volume of irregular object.

 The use of inquiry method (confirmation inquiry and structured inquiry) in teaching

density of irregular object.

POST-INTERVENTION

This refers to the last category of the intervention processes. This evaluates the

outcome of the action taken. This ascertains whether the problem at hand has been solved. At

this stage of the intervention process of this research work, the researcher gave out

questionnaire was used to identify those factors responsible for the abysmal performance the

pupils. It was also used to find out the effects of use of uncreative and outmoded method of

teaching and learning materials on the performance of pupils in the study of science.

Observation as well as interview were also conducted or employed to collect data for the post-

intervention.

CHAPTER 4

RESULT, FINDINGS AND DISCUTIONS.

This chapter focuses on analysis of data based on research questions, findings and discussions.

MEASUREMENT

Volume of irregular object

According to Kom-Zuta (2012), volume is the name given to the space an object occupies. The

SI unit of volume is cubic metre (m 3). Abbey, et al, (2013) with a similar view defines volume as

the amount of space occupied by a body. Abbey et al, (2013) further explains that a body

displaces a volume of water exactly equal to its mass. Asiedu and Simpi (2013) also defines

volume as the three dimensional space occupied by matter. Finding the volume of an irregular

object tends to be a little more difficult than finding the volume of a regular object, such as a

cube, since there is no real formula for measuring irregular objects. The volume of irregular

objects can be obtained by finding the volume of water displaced by the object. This can be done

using the overflow (Eureka) can experiment or a graduated measuring cylinder. The pipette,

burette, standard volumetric flask and graduated beaker can also be used to measure fixed

volumes of [Link] and Simpi (2013) provide the following procedures for measuring

volume of liquids when using a measuring cylinder:

 Pour water into a measuring cylinder to about half full. The volume of the water is read

from the graduations of the cylinder by placing the eye level with the meniscus of the

water and the value recorded (i.e. V1 Cm3).

 Tie a thread of suitable length around the stone and carefully lower it into the measuring

cylinder until the stone is completely immersed in the water. The water level rises to a

new level. As indicated in fig.2.1. This new level is read from the graduation of the

measuring cylinder and then recorded (i.e. V2 cm3)

 Calculate the volume of the stone by subtracting the initial reading recorded from the new

reading. (i.e V2 – V1) cm3.

Fig 2.1. Measuring volume of a stone

Density

According to the World English Dictionary (2016), density is the degree to which something is

filled, crowded, or occupied. The 7th edition of Oxford advance learner’s dictionary, (2006) also

defines density as the thickness of a solid, liquid or gas measured by its mass per unit of its

volume. The American Heritage Science dictionary (2018), also defines density as a measure of

the quantity of some physical property (usually mass) per unit length, area, or volume (usually

volume). Abbey et al, (2008) states that density of an object is the ratio of the mass of the body

to its volume. The SI unit for density is Kilogram per cubic metre (Kgm -3). By definition, density

can be mathematically written as Density= mass/volume. Density is a very important physical

quantity since pure substances have specific densities. Density can also be used to identify

substances.

Abbey [Link] (2008) provides the following procedures for determining the density of as object:

 Measure the mass (m) of the object using a top pan balance or electronic balance (fig 2.1).
 Using a graduated measuring cylinder of 5000m3 measure a volume of water. Mark the

level of the water as V1

 Place the object into the water and mark the new level as V2. (see fig. 2.2)

 Find the volume of the object using:

V= V2-V1

Density = mass/volume = m/ (V2-V1).

From the above views, density of a substance deals with a measure of the compactness of matter

within the substance. It can also be explained as the heaviness of a substance (mass) divided by

the bigness (volume) of the substance.

Fig. [Link] balance for measuring mass of objects.

MODERN METHODS OF TEACHING INTEGRATED SCIENCE

Inquiry Method of teaching

The 11th edition of Oxford advance learner’s dictionary (2020) defines inquiry as the act of

asking questions or collecting information about something. According to Martinello and Cook

(2007), inquiry is a process by which children actively investigate their world through

questioning and seeking answers to their questions. This process is characterized by actions such

as probing, searching, exploring and investigating. Inquiry as a way of learning about the world

should be taught in the context of real-life scientific problems involving real science knowledge.

"Inquiry also refers to the activities of students in which they develop knowledge and

understanding of scientific ideas, as well as an understanding of how scientists study the natural

world (NRC, 2000 p. 23). McBridge, Bhatti, and Feinberg (2010) with a similar view states that,

teaching science by inquiry involves teaching pupils the science processes and skills used by

scientists to learn about the world and helping the pupils apply these skills involved with

learning science concepts. Pupils are helped to learn and apply these processes through

conducting problem-centered investigations designed for learning specific science concepts.

Furthermore, Inquiry is a process where pupils actively learn and investigate their world through

making observations, asking questions, and searching for answers (McBride et al., 2010).

Arends (1999) having a similar view writes that the overall goal of inquiry teaching has been

continuous to be that of helping pupils learn how to ask questions, seek answers or solutions to

satisfy their curiosity and build their own theories and ideas about the world. He further writes

that unlike the models that emphasizes presenting ideas or demonstrating concepts and skills,

teachers in inquiry teaching poses problems, ask questions and facilitate dialogue.
Pratt and Hackett (2006) suggest that, by learning science by inquiry, pupils develop deeper

understandings of science concepts and also develop critical thinking skills. However, it is

important to stress that learning science concepts by inquiry is much more time consuming than

learning concepts by traditional methods. When scientists engage in inquiry they generate new

knowledge not created in a vacuum. Scientists reason from the information that they have.

Newton expressed this idea when he stated that if he had seen farther than others, it was because

he had stood on the shoulders of giants (Hewitt et al 2010). Pupils can also be taught to utilize

inquiry in order to add to the body of science knowledge that is understood. Pupils must be

taught to reason from what they know and apply this reasoning in order to investigate

phenomena observed in the world around them.

When pupils learn integrated science by inquiry, the process of inquiry becomes the means by

which the currently accepted science knowledge is better understood. Through learning science

as inquiry, Pupils also better understand how scientists developed the currently accepted body of

science knowledge. Hence the pupils learn to apply these processes in order to go beyond the

information needed to discover new knowledge. Eltinge and Roberts (1999) quoting Schwab,

states that teaching pupils the process of science as inquiry is more important than teaching

science by inquiry. Inquiry based science has also provided great benefits in diverse classrooms,

wherein pupils are able to better respond to open-ended and multiple choice assignments

(Songeret al 2009).

Eltinge and Roberts (1998) suggest three reasons why inquiry science has not been widely

implemented:
 1. Science teaching standards issued by state education agencies are generally more content-

oriented than process-oriented. In other words, the focus is on the mastery of body of

information. Little emphasis is placed on the process of inquiry as a method of learning science

knowledge.

2. It is much easier to evaluate the effectiveness of pupils learning of science as a body of factual

information than to evaluate the effectiveness of their science learning through inquiry. When

pupils learn science through inquiry, they learn less factual science information, but achieve

greater depth of understanding of that information. It is much easier to assess student learning of

science facts than to measure their depth of understanding of science information.

3. Science textbooks tend to present science more as a body of information than as a method of

inquiry, and science instruction continues to be text book driven.

Levels of Inquiry

According to Banch and Bell (2013), most pupils, regardless of age, need extensive practice to

develop their inquiry abilities and understandings to a point where they can conduct their own

investigation from start to finish. They suggest that there are four levels of inquiry-based

learning in science where pupils can progress through as they move toward deeper scientific

thinking. These levels are:

1. Confirmation inquiry

2. structured inquiry

3. guided inquiry and

4. Open inquiry.
Confirmation inquiry

Banchi and Bell (2014) are of the view that at the first level, confirmation inquiry, pupils are

provided with the question and procedure (method), and the results are known in advance.

Confirmation inquiry is useful when a teacher’s goal is to reinforce a previously introduced idea;

to introduce pupils to the experience of conducting investigations; or to have pupils practice a

specific inquiry skill, such as collecting and recording data. For example, a teacher may want

pupils to confirm that the less air resistance an object has, the quicker it will fall. Pupils can

create paper helicopters with wings of different lengths to confirm this idea. They follow the

directions for doing the experiment, record their data, and analyze their results.

Structured Inquiry

At the next level, structured inquiry, the question and procedure are still provided by the teacher;

however, pupils generate an explanation supported by the evidence they have collected. Using

the same paper airplane example, pupils would not be told the relationship they were

investigating ahead of time. They would need to use the data collected showing that airplanes

with longer wings took longer time to fall to understand that the longer wings created greater air

resistance and slowed down the airplanes. While confirmation and structured inquiry are

considered lower-level inquiries, they are very common in elementary science curricula. These

kinds of inquiries are important because they enable pupils to gradually develop their abilities to

conduct more open-ended inquiry.

Guided Inquiry

At the third level, guided inquiry, the teacher provides pupils with only the research question,

and pupils design the procedure (method) to test their question and the resulting explanations.

Because this kind of inquiry is more involved than structured inquiry, it is most successful when

pupils have had numerous opportunities to learn and practice different ways to plan experiments

and record data. Just because pupils are designing their own procedures does not mean that the

teacher’s role is passive. To the contrary, pupils need guidance as to whether their investigation

plans make sense.

Open Inquiry

Banch and Bell (2014) asserts that, with open inquiry, pupils have the purest opportunities to act

like scientists, deriving questions, designing and carrying out investigations, and communicating

their results. This level requires the most scientific reasoning and greatest cognitive demand from

pupils. With ample experience at the first three levels of inquiry, pupils at the fourth- and fifth-

grade levels will be able to successfully conduct open inquiries. It is only appropriate to have

pupils conducting open inquiries when they have demonstrated that they can successfully design

and carry out investigations when provided with the question. This includes being able to record

and analyze data, as well as draw conclusions from the evidence they have collected.
Merits of inquiry methods of teaching

According to the National Science Education standards (2008), inquiry is a comprehensive

process that scientists use to study the natural world and propose explanations based on the

evidence derived from their work. Research on inquiry teaching and learning has shown a few

major findings (Kuhn et al., 2000; Metz, 2008; White and Frederiksen (2004).

 Sustained experience with scientific inquiry increases the retention of knowledge

over a longer period of time.

 Inquiry curricula enhance both the transfer of concepts to new problems and the

integra-tion of basic science concepts into real world situations.

 Inquiry increases students' intrinsic interest in science.

 Inquiry improves self-directed learning skills (metacognition), an improvement that can be

maintained.

Blosser (2005) is of the view that teaching within an inquiry-format removes the “sage on the

stage” approach and the instructor becomes a facilitator of learning, or a “guide on the side. “The

classroom becomes more dynamic, as the inter-play between instructor and students moves to

higher level thinking strategies and deeper understanding. Bransford, Brown, and Cocking,

(1999) States that Inquiry is indeed both a teaching strategy and a learning strategy, but it

presents the possibility for deeper understandings, richer discussions, and a more authentic

approach to a more literate citizenry. Rather than a population reliant on sound bites, simple

solutions, and conclusions based on limited information, citizens are better prepared to ask

deeper questions, to seek out additional information, and to look at solutions derived from

multiple lenses and perspectives.

In summary, inquiry learning emphasizes ideas constructivist of learning, where knowledge is

built from experience and process, especially socially based experience.

Banchi and Bell (2008) explain that teachers should begin their inquiry instruction at the lower

levels (confirmation inquiry) and work their way to open inquiry in order to effectively develop

students’ inquiry skills. Open inquiry activities are only successful if students are motivated by

intrinsic interests and if they are equipped with the skills to conduct their own research study.

Pupils are able to effectively apply scientific concepts to their daily live if they learn science

through inquiry.

Empirical Framework

Karikari, (2007) also conducted a research on the use of inquiry in teaching integrated science

and came out with the findings that, inquiry method helps pupils observe, classify, communicate

and acquire scientific skills which help them to think objectively. He further reiterated that,

inquiry method encourages pupils to identify problems from their own opinions and how to find

solutions to their problems. Though he stressed on the importance of the inquiry method, he did

not address the levels of inquiry as outlined by Banch and Bell (2008). But this study stresses on

the levels of inquiry.

Furthermore, Impraim, (2010) conducted a research on the use of inquiry and demonstration

methods in teaching integrated science and came out with the findings that, inquiry gives pupils

opportunity to explore and come out with their own solutions to problems. She further states that,

demonstration methods help pupils easily grasp concepts in integrated science. She concludes

that, inquiry and demonstration methods help to improve the performance of pupils in integrated

science
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

SUMMARY

It is quite clear that experts have different views of the concept of integrated science. Some see it

as bringing together the various fields of science in order to understand the fundamental unity of

science; whiles others see it as the study of things around us. We can deduce from these views

that integrated science is the study of the unification of the various fields of science such that

knowledge is gained in all fields.

Challenges such as pupils misconception about science, lack of interest, poor teaching methods

and lack of adequate teaching and learning materials and improvised materials as well as

teachers not teaching the subject in the context of everyday life in order to bring out their

application are some of the challenges hindering effective teaching and learning of integrated

science in Ghanaian basic schools.

When children learn integrated science through inquiry approach, they do more than acquire

concepts and generalizations. They actually learn how to learn. In other words, by processing

information, through scientific inquiry, pupils learn and develop vital skills such as observation,

critical thinking, investigative as well as being able to apply scientific concept to physical

phenomena. These methods arouse the interest and curiosity of pupils in learning science and

improve the performance of pupils in integrated science.

 CONCLUSION

This study has revealed so many things that militate against pupils high performances in
science practical lesson. It has then put in place the necessary measures of mechanism to
enhance pupils understanding and consequently their performance in measurements. It has
also awakened teachers to know more about varieties of approaches to employ in order to
enhance pupils understanding of not measuring in integrated science but other similar topics in
another disciplines. In all the study the study has created awareness for both teachers and
pupils to engage in practical lesson in the science laboratory.

RECOMMENDATION

The researcher, after carefully conducted the study has the following recommendations:

1. That refresher courses should be organized for science teachers at junior high level from time
to time on how to on how to use scientific enquiry based approach to teach scientific topics in
integrated science such as measurement.

2. Pupils should be made aware of the various instrument for measuring substances at the
science laboratory in the school and the community at large.

3. Teachers particularly science teachers should endeavor to teach science lessons appropriate
improvised material if there is no science laboratory to do away with abstract teaching
pedagogies.

4. Teachers should desist from teacher centered learning approached but inculcate the act of
enquires, conduct their own research, contact experts, cerate final project and share their
experiences, all using devices already in their hands.

5. The government and other stakeholders should establishes laboratories centers in the school
other strategic points in the community where teachers and pupils can do practical studies.