Teachers’ perceptions regarding the role of practical work in teaching integrated science at junior secondary school level in Zambia

Abstract

This paper reports the findings of a study that explored teachers' perceptions regarding the role of practical work in teaching integrated science at junior secondary school level. The sample consisted of 32 teachers of integrated science. There were 26 males and 6 females teachers. A descriptive survey design was employed under a mixed method approach that placed greater focus on the qualitative strand. Purposeful sampling procedure was used to select teachers. Data collected from survey questionnaires were analysed using Microsoft Excel 2007 while the interview data were analysed using thematic analysis. The study found that teachers had positive perceptions regarding the role of practical work in teaching integrated science although their perceptions did not translate into actually conducting practical work during teaching. Teachers had indifferent attitudes towards conducting practical work. Teachers of integrated science experienced challenges such as overcrowding in classes, language barrier, inadequate professional development, insufficient instructional time to cover the syllabus content, and poor administrative support. The study recommended that standards officers and head teachers should monitor teachers and help improve teacher support by making necessary materials available for use during teaching as well as organising professional development meetings.