AN EDUCATIONAL RESEARCH REPORT

AN INVESTIGATION ON CHALLENGES FACED BY PRIMARY SCHOOL

LEARNERS IN INTEGRATED SCIENCE: A CASE OF MCHENJA PRIMARY
SCHOOL IN CHIPANGALI DISTRICT OF EASTERN PROVINCE, ZAMBIA.

BY

RUTH KALUBA

EXAM NUMBER: 2230020014

AN EDUCATIONAL RESEARCH REPORT SUBMITTED TO CHIPATA

COLLEGE OF EDUCATION IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE AWARD OF A DIPLOMA IN PRIMARY
EDUCATION.

CHIPATA 2024
 TITLE

AN INVESTIGATION ON CHALLENGES FACED BY PRIMARY SCHOOL LEARNERS IN

INTEGRATED SCIENCE: A CASE OF MCHENJA PRIMARY SCHOOL IN CHIPANGALI
DISTRICT OF EASTERN PROVINCE, ZAMBIA.
NAME : RUTH KALUBA
EXAM NUMBER : 2230020014
CLASS : DN 3

GROUP TUTOR : MRS P.M MUMBA

SUBJECT TUTOR : MR G SHANZI

STUDY AREA : EDUCATIONAL RESEARCH

YEAR OF STUDY : 2024

i
 TABLE OF CONTENTS

Title ……………………………………………………………………………………………… i

Table of contents ………………………………………………………………………………… ii

Declaration ……………………………………………………………………………………… v

Approval ………………………………………………………………………………………… vi

Dedication ……………………………………………………………………………………… vii

Acknowledgement ……………………………………………………………………………… viii

Abbreviation …………………………………………………………………………………… iv

Abstract ………………………………………………………………………………………... x

CHAPTER ONE: INTRODUCTION

1.0 Introduction ………………………………………………………………………………… 1

1.1 Background to the study ………………………………………………………………….. 1

1.2 Statement of the problem ………………………………………………………………… 3

1.3 Purpose of the study ……………………………………………………………………… 4

1.4 Study objectives ………………………………………………………………………….. 4

1.5 Study question …………………………………………………………………………… 4

1.6 Significance of the study ………………………………………………………………… 4

1.7 Delimitation of the study ………………………………………………………………… 5

1.8 Limitations of the study …………………………………………………………………. 5

1.9 Definition of key terms ………………………………………………………………….. 5

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CHAPTER TWO: LITERATURE REVIEW

2.0 Introduction ……………………………………………………………………………… 7

2.1 Causes of challenges faced by primary school learners in integrated science …………… 7

2.2 Effects of challenges faced by primary school learners in integrated science …………… 10

2.3 Measures to mitigate the challenges faced by primary school learners in Integrated Science 11

CHAPTER THREE: METHODOLOGY

3.0 Introduction ………………………………………………………………………………. 14

3.1 Research design…………………………………………………………………………… 14

3.2 Study population …………………………………………………………………………. 14

3.3 Sample size ……………………………………………………………………………….. 14

3.4 Sampling procedure ………………………………………………………………………. 15

3.5 Data collection instruments ………………………………………………………………. 15

3.6 Data collection procedure ………………………………………………………………… 15

3.7 Data analysis procedures …………………………………………………………………. 15

3.8 Ethical consideration ……………………………………………………………………... 16

CHAPTER FOUR: PRESENTATION OF FINDINGS

4.0 Introduction ……………………………………………………………………………… 17

4.1 Demographic information of respondents ………………………………………………. 17

4.2 Causes of challenges faced by primary school learners in integrated science …………… 17

4.3 Effects of challenges faced by primary school learners in integrated science …………… 19

4.4 Measures to mitigate the challenges faced by primary school learners in Integrated Science 21

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CHAPTER FIVE: DISCUSSION OF FINDINGS

5.0 Introduction ……………………………………………………………………………… 24

5.1 Demographic information of respondents ………………………………………………. 24

5.2 Causes of challenges faced by primary school learners in integrated science …………… 24

5.3 Effects of challenges faced by primary school learners in integrated science …………… 28

5.4 Measures to mitigate the challenges faced by primary school learners in Integrated Science 30

CHAPTER SIX: DISCUSSION OF FINDINGS

6.0 Introduction ……………………………………………………………………………… 33

6.1 Conclusion ………………………………………………………………………………. 33

6.2 Recommendation ………………………………………………………………………… 34

References ……………………………………………………………………………………. 36

Appendices ………………………………………………………………………………… … 39

Appendix 1: Questionnaire for Teachers ……………………………………………………... 39

Appendix 2: Focus Group Discussion for Learners ………………………………………….. 41

Appendix 3: Semi- Structured Interview Guide ………………………………………………. 42

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 DECLARATION

I, RUTH KALUBA with computer 2230020014 do hereby, certify that the material contained in this
research proposal are based on my own work. As a result, the work has not been presented for research
purposes at this college or any other institution. All previously published work, as well as material
obtained from other sources have been acknowledged and cited.

Signature: Date:

......................................................... ………………………………………

v
 APPROVAL

The Chipata College of Education has been approved this research report of RUTH KALUBA with
computer 2230020014 as a partial fulfillment of the requirements for the award of Diploma in Primary
Education.

Supervisor: Signature: Date:

........................................................... .....…………………………… ………........................

vi
 DEDICATION

I dedicate this work to my father Mr. Kaluba, who has been excessively supportive and encouraging and
also to my entire family, thank you for believing in me. Your unfailing support and prayers kept me
going.

vii
 ACKNOWLEDGEMENT

My profound gratitude goes to the Almighty GOD, for sparing my life and also for the knowledge he
blessed me with to write this research report.

I wish to express my sincere goal to Mr. G. Shanzi for the help in formulating, approving the question
and as well as providing the guidelines on how to go about research report.

I am also highly indebted to my parents for the willingness to guide, they offered to access necessary
information needed for this research report.

Lastly, but not the least, I thank all the teachers and parents for their co-operation.

viii
 ACRONYMS

AIDS - Acquired Immune Deficiency Syndrome

ECZ - Examination Council of Zambia

ESM - Effective School Model

HIV - Human Immunodeficiency Virus

IS - Integrated Science

MoE - Ministry of Education

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 ABSTRACT

The study an investigation on challenges faced by primary school learners in Integrated Science: a case
study of Mchenja Primary School in Chipangali District of Eastern Province. The study was guided by
the following objectives: causes of challenges faced by primary school learners in Integrated Science,
effects of challenges faced by primary school learners in Integrated Science and measures to mitigate
the challenges faced by primary school learners in Integrated Science.

The study adopted a qualitative research approach and a case study. This enabled the researcher to have
in- depth discussions with the respondents during data collection. The study targeted all teachers,
parents and pupils at the school. Purposive and random sampling techniques were used in selecting
respondents. The research instruments used were the questionnaires, focus group discussions and semi-
structured interview guide for data collection. The data collected was analyzed qualitatively through
descriptions and explanations without the use of charts, tables, etc.

On the causes of the challenges faced in Integrated Science, teacher incompetence, the study established
that lack of support from both the government and schools in schools cause a shortage in resources.
Teachers are struggling with poor resources and absence of a culture of teaching and learning science.
The communities around the rural schools are willing to make active contributions, they themselves are
the victims of poor education, unemployment and general poverty. It is indeed problematic to compare
physical indicators with social indicators in rural areas. For instance, the argument in this case is that the
building of new schools in rural areas does not in a way change the profile of the community, and may
have limited impact on educational achievement.

It was also noted that effectiveness of integrated science instruction depends largely on the competence
of the teacher. Inexperienced or under qualified teachers may struggle to convey complex scientific
ideas in a way that is accessible to young learners. Additionally, some teachers lacked confidence or
motivation to teach science effectively.

On the effects of the challenges faced in integrated science on the learners, the study established the
following: academic underachievement, decreased interest in science, impact on critical thinking skills,
emotional, psychological effects widening achievement gaps and reduced innovation and creativity.

x
On the measures to mitigate the challenges faced, the study established that providing comprehensive
training and professional development opportunities for a teachers is essential. This includes workshops,
seminars, and ongoing support to enhance their pedagogical skills in teaching integrated science
effectively. Teachers should be equipped with strategies to make complex concepts more accessible,
utilize hands-on learning experiences, and create an inclusive classroom environment. This will enable
them to deliver effective and engaging lessons that cater to different learning styles.

It was said that regular review and revision of the integrated science curriculum are necessary to ensure
that it is age- appropriate, culturally relevant, and aligned with pupil’s cognitive abilities. The
curriculum should prioritize essential concepts and skills while providing flexibility for teachers to
adapt instruction to meet the diverse needs of their students.

Schools to be provided with adequate resources and infrastructure to support integrated science
education. This includes well- equipped science laboratories, textbooks, multimedia materials, and other
learning resources. Investing in these resources ensures that pupils have opportunities for hands- on
experimentation and exploration, which are essential for understanding scientific concepts.

The study recommended that providing comprehensive training and professional development
opportunities for teachers is essential, schools should collaborate with parents, caregivers, and
community members are vital for supporting students' learning in integrated science, and schools to be
provided with adequate resources and infrastructure to support integrated science education.

xi
 CHAPTER ONE

INTRODUCTION

1.0 Introduction

This chapter presents the background of the study, the statement of the problem, the purpose of
the study, research objectives and questions, significance of the study, delimitations and
limitations of the study and definition of operational terms.

1.1Background of the study

High rate of under-achievement in Integrated Science (IS) at primary school level is a cause of
great concern across the globe (Fonseca & Conboy, 2006). As a result, some nations, including
the United States of America and Zanzibar, for example, have already started urging all
citizens with special emphasis on schools, parents, industry, government and science
communities to make a concerted effort against poor performance in IS in primary schools to
ensure that future results would be more encouraging (Yussuf, 2007). It is disturbing to note
that corresponding trends of low achievements in integrated science have also been recorded in
Zambia (ECZ, 2015).

The striking and central feature emerging from all these nations and others, indicate that under
achievement in Integrated Science at primary school level continues to be a major global
challenge (Kanyongo, Schreiber & Brown, 2007). It is, therefore, imperative to address this
challenge for sustainable development because each country’s wealth and economic
development are highly dependent on Science (Muwanga- Zake, 2008). Although there are
substantial global efforts to increase and improve the scientific literacy and the scientific
workforce (Muwanga- Zake, 2008), it has, however, been recently realized that the Science
Education Systems are churning out less science graduates at all levels than the global
economy requires (Cameroon, 2009, Einhorn, 2008). It may, therefore, be logical to argue that
the aforementioned decline in science graduates reflects a worldwide inability to succeed in
Science at from primary to secondary school level (Fonseca & Conboy, 2006). Presumably,
this as a result, could be a reason which has led to catastrophic skill shortages in science related

1
fields, particularly in developing countries of Africa like South Africa due to its social and
economic problems (South Africa, 2008, Madibeng, 2006).

The most common problem linked to learners’ poor performance in Integrated Science (IS) in
most developed countries are mainly shortage of qualified science educators (Ruby,
2006:1007). Studies have associated shortage of qualified educators with lack of thorough
preparation for lessons and reduced coverage of content (Ruby, 2006). In contrast, most
developing countries including South Africa have a host of factors ranging from lack of
adequate science resources and facilities such as apparatus and laboratories respectively,
shortage of trained and qualified science educators, large classes, limited proficiency in
medium of instruction and outdated teaching methods are the central findings (Howe, 2003).

In Zambia, the mounting toll of failure in Integrated Science persists to be an eyesore and a
major concern at primary school level more especially the Grade Seven (7) especially in rural
public high schools (Chileya, 2016). It worries to note that underachievement in Integrated
Science (IS) in these schools is skyrocketing in an era when the ability to apply science is
mushrooming and spreading out at an exponential rate to the daily lives and worldwide events.
Subsequently, it may then imply that the underlying reasons for underachievement among
primary learners in Science particularly in public schools of Zambia have not yet been
sufficiently researched or appropriately treated.

The state of science education for learners in most schools in Zambia is at crossroads. As the
third decade of the 21st century sets in, we are faced with enormous scientific challenges that
the youths of today will have to confront. Some of these issues include the spread of
HIV/AIDS pandemics, global climate change, world hunger, space exploration, and the
development and implementation of alternative sources of energy. Even when the need for
scientific advances is at its peak, adolescents learning Science in schools are seen to be facing
critical challenges, (Eric and Gale, 2010). A number of studies have been carried out to
establish what it takes for acceptable good performance in science education and academic
achievement as well as proficiency. Edmonds (1981) a leading researcher in school reform
during the 1970s, whose work is still highly respected by education leaders initiated what is
now known as the Effective Schools Model (ESM). Edmonds' (1981) research noted the
following characteristics of successful schools: strong administrative leadership, focus on basic

2
skills, high expectations for pupil success, frequent monitoring of pupil performance, and safe
and orderly schools. Other similar characteristics identified by Sheerens and Bosker (1997)
included the following: monitoring of pupil progress, focus on achievement, parental
involvement, creating a safe and orderly climate, focused curriculum, strong leadership,
cooperative working environment and time on task.

Furthermore, Kundu and Tutoo (2000) believed that home background is the most significant
primary factor which influences and shapes children’s attitudes, personalities and behavior
patterns that lead to good performance in schools. These results were generally looking at the
overall performance of pupils in this case. A study conducted by King’aru, (2014) in some
selected schools in Kawe District of Tanzania revealed that attitudes of children and their home
background positively or negatively influenced their performance in schools. He further
pointed out that the home and the school should be accepted as partners in the improvement of
pupils’ performance. Despite the above studies, none considered science education only,
instead they tackled general performance in other non-science subjects and they took place in
different countries, though in Africa. This study specifically and focused on the challenges
faced by primary school learners in Integrated Science (IS) at Mchenja Primary School in
Chipangali district.

1.2 Statement of the study

Integrated science education in Zambia aims at improving scientific and technological skills of
learners through learning. It is expected that at the end of primary school, learners should be
able to understand basic science concepts as they transition to junior secondary level. In this
vein, the government embarked on training teachers of science and also distributed science kits
to most schools throughout the country. However, the results indicate that most pupils or
learners still fail to exhibit the expected in-depth knowledge and skills required at the primary
School Leaving Examinations (ECZ, 2014). Despite the Government training and deploying
more primary teachers, the problem still exists. Hence, the reason why the study was carried
out.

3
1.3 Purpose of the study

The purpose of this study was to investigate challenges faced by primary school learners in
Integrated Science (IS) teachers at Mchenja Primary School in Chipangali district of Eastern
province.

1.4 Objectives of the study

The study sought to ascertain the following objectives:

a. To find out the causes of challenges faced by primary school learners in integrated
science at Mchenja Primary School.
b. To investigate the effects challenges faced by primary school learners in integrated
science at Mchenja Primary School.
c. To find out possible measures in mitigating the challenges faced by primary school
learners in integrated science at Mchenja Primary School.

1.5 Research question

The study sought to answer the following questions:

a. What are the causes of the challenges faced by primary school learners in integrated
science at Mchenja Primary School?
b. What are the effects of challenges faced by primary school learners in integrated
science at Mchenja Primary School?
c. What are the possible measures in mitigating the challenges faced by primary school
learners in integrated science at Mchenja Primary School?

1.6 Significance of the study

It is hoped that this study will contribute to the body of knowledge in science education.
Secondly, this study will generated information which can be used by various stakeholders
such as the Ministry of Education, Non- Governmental Organizations and families as well as
by providing strategic findings for decision making regarding improvement in science
education at primary school level.

4
1.7 Delimitation of the study

The study was carried out from Mchenja Primary School in Chipangali district of Eastern
province.

1.8 Limitation of the study

According to Best and Khan (1993) in Mega (2014) limitations are conditions beyond the
ability of the researcher that may place restriction on the conclusion of the study and their
application to other situations. The researcher faced the following limitations; the respondents
were unwilling to give out the necessary data or information. Researcher was also engaged in
other academic activities which delayed the completion of the study and the time to be devoted
in the study.

1.9 Definition of key terms

Different scholars have defined the concepts in different ways. However, in this study they will
mean as defined below;

Factor: A root causes analysis or phenomenon that affects the nature and / or the timing of a
consequence.

Good Performance: Distinction or credit in Science examination

Learner is used here to mean individuals receiving instruction. In this study this term was used
interchangeably with pupil or student.

Learning: process of acquiring new scientific understanding and knowledge.

Motivation to Learning Science: Refers to role models, socio-economic status, and household
neighborhoods’ social amenities/ teacher relationship.

Performance: An act of performing, carrying into execution or action. It is that which is

performed or accomplished or a thing done or carried through, an achievement, a deed; an act;
especially an action of an elaborate or public character.

5
Teacher: is a person who is trained to educate and train a group of learners.

Teaching environment: the physical location and culture in which the learner/ pupils interact
from.

6
 CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter is a review of the various literature presented by scholars worldwide on the
perspective of the title under discussion. This is for the sole purpose of giving clarity to what
the research is all about. The literature to be reviewed is particularly linked to the objectives of
this study and order of presentation is as follows: the causes of challenges faced by primary
school learners in integrated science, the effects of challenges faced by primary school learners
in integrated science, and possible measures in mitigating the challenges faced by primary
school learners in integrated science.

2.1 Causes of the challenges faced by primary school learners

There are several factors that can contribute to the challenges faced by primary school pupils in
integrated science:

2.1.1 Social cultural factors

A study by anthropologists like Belinda (2010) asserts that school learning and performance
are influenced by complex social, economic, historical, and cultural factors. Indeed, since
every society educates the younger generation as a means of passing down the socio cultural
attributes of its people, the socio-cultural factors within non-western societies become a
composite part of the environment. Therefore they control to a very large extent what a child in
such an environment learns and becomes in later life. Since every human "tends to resolve in
terms of the meanings available in a particular socio-cultural environment”, the baseline is that
the meanings become firmly implanted in the cognitive structure and manifest themselves
habitually and may act as templates, anchors or inhibitions to new learning.

The provision of amenities and their maintenance are insufficient in many schools across the
globe. Besides, worldwide, only 31% of countries have enough amenities. In the poor countries,
there are major challenges in providing a full variety of amenities: However, even in countries
with more recognized systems of science education programs, there were cases of poor
maintenance and loss of amenities noted (Hardman, 1999). A numbers of factors were

7
identified such as: lack of proper guidance and counseling for pupils from the family, lack of
role models from the family and the community at large and shortage of teaching and learning
materials.

2.1.2 Environmental factors

Caillods, Gottelmann- Duret, and Lewin, (1997) found that it was quite common in many
African countries that head teachers did not have a science background. The role of many
principals was found to be more administrative, with little direct involvement and concern for
classroom activity, thus making decisions for Science just like all the other subjects. This does
not mean that the head teachers cannot exercise leadership in science education but they must
receive appropriate training, and make effective use of their teachers. Science teachers must
have a role to play in the management process. Within any school, management structures and
management skills must allow proper development of science teaching and appropriate support
for it. It has also been evident that some schools have a low rate of parental involvement in the
teaching and learning processes. There are different assumptions about lack of support from
parents, especially in the rural schools. Some of the reasons are that parents lack confidence in
being actively involved in their children's education, since they themselves did not receive
proper formal education. Epstein (2002) and Rich (1993) as cited by Pena (2000) explain that
some parents choose not to participate or cannot participate in school-family relationships
because of their limited education. Another factor that makes some parents unable to
participate in their children's education is the migrant labor system, by which fathers and
perhaps mothers too move away from their homes in order to find work. This has affected
family setups of many rural households, (McDaniel and Zulu, 1996).

2.1.3 Lack of support

Lack of support from the society is another factor that impedes the learning of science
education. According to Mathonzi, (2001), in many schools, principals and headteachers are
struggling with poor resources, and absence of a culture of teaching and learning science. Even
if 19 the communities around the rural schools are willing to make active contributions, they
themselves are the victims of poor education, unemployment and general poverty. It is indeed
problematic to compare physical indicators with social indicators in rural areas. For instance,

8
the argument in this case is that the building of new schools in rural areas does not in a way
change the profile of the community, and may have limited impact on educational achievement.
According to Malcolm, Keane, Hoohlo, Kgaka and Ovens (2000), they provide instances how
this can be achieved, even in very poor communities and schools. Providing adequate support
systems to teachers, learners and communities within the school and outside enhances
educational effectiveness. Opportunities for professional development for teachers arise within
schools, but there is need also to include outside workshops for teacher development.

2.1.4 The attitudes of the teachers and the learners towards science

Attitude is defined by Abudu and Gbadamosi (2014) as an idea or thought that is based on a
certain situation, which can indicate a person’s like or dislike of an item. They furthermore
identify attitude in three categories which are positive, negative and neutral. This definition can
be supplemented by the definition by Barros and Elia (1974) where they define attitude as a
mental readiness for a certain action which dictates what a person will see, hear, think and do.
Research by Abudu and Gbadamosi (2014) regards attitude towards science as an important
factor that affects the students’ performances and conceptions about the subject. It is only a
positive attitude that can result in a learner doing well in science, because a positive attitude
leads to interest in the subject, and interest leads to commitment, and commitment, in turn,
leads to a yearning for academic achievement (Osborne, Simon & Collins, 2003). Osborne et al.
(2003) divide attitude into three categories, namely the enterprise of science, school science
and the impact of science on the society of scientists themselves. Osborne et al. (2003) and
Abudu and Gbadamosi (2014) indicate the constructs of attitude as: the perception of the
science teacher, anxiety toward science; the value of science, self-esteem in respect of science,
motivation towards science, the enjoyment of science, the attitudes of peers and friends
towards science, the attitudes of the parents towards science, the nature of the classroom
environment, achievement in science and fear of failure in the course. Osborne et al. (2003)
furthermore elaborate that the attitude of an individual towards science is made up of a blend
of the abovementioned constructs.

9
2.2 The effects of the challenges faced by primary school learners in Integrated Science

The challenges faced by primary school pupils in integrated science can have various effects
on their academic performance in school. Some of these effects include:

2.2.1 Lack of understanding and low interest

Integrated science can be a complex subject for young pupils, especially if they do not have a
strong foundation in basic science concepts. Poor understanding and lack of interest in the
subject can lead to disengagement in class, reduced motivation to learn, and ultimately, poor
academic performance (Abudu and Gbadamosi, 2014).

2.2.2 Difficulty in managing multiple topics

Integrated science covers a wide range of topics from different science disciplines, such as
biology, chemistry, and physics. Some pupils may struggle to manage multiple topics
simultaneously, leading to confusion and difficulty in grasping the key concepts (Jolif, 2018).
This can result in lower grades in tests and assessments.

2.2.3 Limited practical exposure

Osborne et al. (2003) explains that integrated science is a practical subject that requires hands-
on experimentation and observation. However, due to resource constraints and time limitations,
primary school pupils may have limited access to practical experiments and demonstrations.
This lack of practical exposure could hinder their understanding of scientific principles,
impacting their academic performance (National Research Council, 2013).

2.2.4 Lack of appropriate teaching methods

The study carried by Nyamba and Kizito, (2012) reveals that integrated science requires
teachers to employ various teaching methods to cater to the different learning styles of pupils.
However, if teachers rely solely on traditional lecture-based methods without incorporating
interactive activities, experiments, and visual aids, some pupils may struggle to comprehend
the subject matter adequately.

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2.2.5 Language barriers

Integrated science lessons often involve technical vocabulary and terminology that may be
challenging for primary school pupils, particularly those with limited English language
proficiency (Muwanga, 2008). This language barrier can impede their understanding of
scientific concepts, leading to lower academic performance.

2.2.6 Limited resources and equipment

King’aru (2014), schools with limited resources may not have access to the necessary
equipment, materials, or updated textbooks for integrated science. Lack of resources can hinder
hands-on learning experiences and limit pupils' exposure to real-life scientific applications,
affecting their ability to grasp the subject and perform well academically.

2.2.7 Assessment bias

Integrated science assessments that heavily focus on theoretical knowledge or memorization

rather than practical application can disadvantage pupils who learn better through hands-on
activities and experimentation. This can lead to lower grades and a perceived lack of academic
performance, despite having a solid understanding of scientific principles in a practical context
(Barros and Elia 1974).

2.3 Possible Measures in Mitigating the Challenges Faced by Primary School Learners in
Integrated Science

There are several measures that can be implemented to mitigate the challenges faced by pupils
in integrated science:

2.3.1 Adequate teacher training

Provide training and professional development opportunities for teachers to enhance their
content knowledge and teaching strategies in integrated science. This will enable them to
deliver effective and engaging lessons that cater to different learning styles (Abudu and
Gbadamosi, 2014).

11
2.3.2 Interactive and practical learning experiences

Incorporate hands-on experiments, demonstrations, field trips, visual aids, and interactive
activities into integrated science lessons (Mathonzi, 2001). These experiences help pupils
connect theoretical concepts to real-life applications, making the subject more engaging and
understandable.

2.3.3 Access to resources and equipment

Ensure that schools have the necessary resources, materials, and equipment for carrying out
practical experiments and activities. This could include setting up science laboratories or
arranging visits to external labs or science centers (Howe, (2003).

2.3.4 Differentiated instruction

Recognize and cater to the diverse learning needs and abilities of pupils by employing
differentiated instruction strategies (Howe, (2003). This involves adapting teaching methods,
content, and assessment to accommodate different learning styles, abilities, and interests.

2.3.5 Language support

Provide additional language support for pupils who have limited English proficiency. This can
include providing visual aids, simplified explanations, and vocabulary support to bridge the
language gap and help pupils understand scientific concepts (Mathonzi, 2001).

2.3.6 Collaboration and support networks

The study of Abudu and Gbadamosi (2014) reveals that collaboration should be encouraged
among teachers, science departments and other relevant stakeholders to share best practices,
resources, and professional development opportunities. This can help improve the quality of
integrated science teaching and learning.

2.3.7 Continuous assessment and feedback

Implement continuous assessment strategies that assess pupils' understanding and progress in
integrated science regularly. Provide timely feedback to help pupils identify their strengths and
areas for improvement.

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2.3.8 Parental involvement

Pena (2000), encourages parental involvement by organizing science fairs, parent-teacher

meetings, and workshops that promote science awareness and engagement. Mathonzi, (2001)
this can create a supportive learning environment and enhance pupils' interest in integrated
science.

2.3.9 School-community partnerships

Foster partnerships with relevant organizations, universities, and science enthusiasts to provide
additional learning opportunities for pupils. This could include guest lectures, mentorship
programs, or science-related competitions (Malcolm, Keane, Hoohlo, Kgaka and Ovens, 2000).
By implementing these measures, schools can mitigate the challenges faced by pupils in
integrated science, promote their academic performance, and foster a positive attitude towards
science.

13
 CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

Research methodology is a broad term involving all the strategies that describe how, when and
where data is to be collected and analyzed (White, 2005). In this chapter, the methodology that
will be applied in the study is explained. Therefore, this chapter presents the following
components; the research design, target population, sample size, sampling techniques, research
instruments, data collection procedures and analysis as well as ethical considerations.

3.1 Research design

Orodho (2003) defines a research design as the scheme, outline or plan that is used to generate
answers to research problems. A research design is also defined as an arrangement of
conditions for collection and analysis of data in a manner that relevant to the research purpose
(Help 2001). In this study, qualitative approach was used to collect data. Therefore, the study
deployed a case study which enabled the researcher to have in- depth discussions with the
respondents during data collection. The method was appropriate to determine the challenges
faced by primary school learners in Integrated Science (IS) teachers and learners at Mchenja
Primary School in Chipangali District.

3.2 Target population

Population refers to an entire group of persons or elements that have at least one thing in
common. Population also refers to the larger group from which the sample is taken from
(Kombo, 2006). The researcher’s targeted population for this study was all pupils, all teachers
and all parents at Mchenja Primary School.

3.3 Sample size

Kothari (2004) defines sampling as “the selection of some part of an aggregate or totality on
the basis of which a judgment or inference about the aggregate or totality is made”. The
aggregate is a population of interest that by collecting information from the sample, a
generalized knowledge about that population can be obtained. This study had a total sample of

14
fifty (50) respondents which included ten (10) teachers, thirty (30) pupils and ten (10) parents
at Mchenja Primary School.

3.4 Sampling techniques

The researcher used purposive sampling technique in this study. All the respondents were
selected through purposive sampling technique due to the nature of this study. The study
selected the people who had more information to the topic under discussion.

3.5 Research instruments

A research instrument is defined as a tool chosen by the researcher to collect required

information (Kothari, 1997). Questionnaires, focus group discussion and semi- structured
interview guide were employed as research instruments in this study. The questionnaires
comprised of both open and closed questions, which gave respondents free expression of their
views during answering of the questionnaires provided to them. These research instruments
therefore, enabled the researcher to gather enough and required data within a shortest period of
time. Data was gathered from teachers through questionnaires, from pupils via focus group
discussion while parents were interviewed.

3.6 Data collection procedure

According to Donald et al (2006), data collection is a process of gathering and measuring of

information on targeted variables in as established systematic fashion which then enables one
to answer relevant question and evaluate outcomes. The researcher collected data from the
respondents through arrangements made by the administration. This was so to avoid
inconveniencing the school time table. The researcher asked respondent’s consent before actual
data collection.

3.7 Data analysis

According to Cohon et.al (2007) data analysis is the means of computation of certain indices or
measures along with searching for patterns of relationships that exits among the data groups.
Data was analyzed after the data collection exercise by the researcher by arranging the field
notes according to salient themes in relation to the objectives. The researcher then took the raw

15
data which was collected and analyzed it in order to come up with the required information for
the study.

3.8 Ethical considerations

Creswell (2003) advises that consideration of ethical issues at every stage of the research is
important so as to make the identities of the respondents confidential. Hence, the researcher
ensured that basic ethical principles guiding the research were observed. Openness, honesty,
informed consent, privacy and confidentiality were upheld. In addition, permission was sought
in advance from the school administration and the particular site to be visited, as well as all
persons who were interviewed, anonymity was also assured to all participants. The nature of
the study was made known or explained fully to respondents before data collection through
interviews. All participants were assured that the information they gave was treated with great
confidentiality.

16
 CHAPTER FOUR

PRESENTATION OF FINDINGS

4.0 Introduction

This chapter presents the findings of the study according to the research objectives and
questions. The first part of this chapter gives the demographic information of respondents,
causes of challenges faced in Integrated Science, effects of the challenges faced on the
attainment Integrated Science and possible measures to curb the challenges encountered.

4.1 Demographic information of respondents

The study had a total sample of fifty (50) respondents which included ten (10) teachers, thirty
(30) pupils and ten (10) parents at Mchenja Primary School. All the respondents participated.
Twenty- five were men while twenty- five were females. This showed that the study had given
an equal opportunity to all the participants in the study.

4.2 Causes of the challenges faced by primary school learners

In an attempt to find out the causes of the challenges faced by learners, a question was asked
and vast views were expressed from all the respondents. The following were the most
commonly mentioned by respondents.

4.2.1 Complexity of Concepts

It was noted from respondents that integrated science covers a wide range of scientific topics,
from biology to physics and chemistry. The complexity of these concepts can overwhelm
young learners who are still developing their cognitive abilities. They may struggle to grasp
abstract ideas and connect them to real-world phenomena.

4.2.2 Lack of prior knowledge

The participants said that some learners enter primary school with limited exposure to
scientific concepts. This lack of prior knowledge puts them at a disadvantage when learning
integrated science, as they struggled to understand foundational principles and build upon them.

17
4.2.3 Inadequate resource

It was noted from the teachers that the school, especially being in resource- constrained areas,
lack sufficient science materials and laboratory equipment. Without access to hands-on
experiments and visual aids, learners may find it challenging to understand abstract concepts
and retain information.

4.2.4 Teacher competency

This was also the commonly mentioned by learners. The effectiveness of integrated science
instruction depends largely on the competence of the teacher. Inexperienced or under qualified
teachers may struggle to convey complex scientific ideas in a way that is accessible to young
learners. Additionally, some teachers may lack the confidence or motivation to teach science
effectively.

4.2.5 Language barrier

The pupils expressed that integrated science often involves technical vocabulary and complex
language that may be difficult for young learners to comprehend, especially if they are not
proficient in the language of instruction. Language barriers hindered learner’s ability to
understand scientific concepts and express their ideas effectively.

4.2.6 Limited hands- on learning opportunities

Science is a subject that is best learned through hands-on experimentation and exploration.
However, many primary schools prioritize rote memorization over practical learning
experiences due to time constraints or lack of resources. This limits students' ability to develop
critical thinking skills and apply scientific principles in real-world contexts.

4.2.7 Lack of motivation

Some learners lacked interest in science due to its perceived difficulty or irrelevance to their
everyday lives. Without intrinsic motivation, learners are less inclined to actively engage with
the subject matter and struggled to retain information.

18
4.2.8 Cultural and gender bias

It was further noted from the respondents cultural and gender bias was another cause of the
challenges faced in learning integrated science. Cultural stereotypes and biases can influence
students' perceptions of science and their own abilities. For example, girls were discouraged
from pursuing science due to societal expectations or gender stereotypes. Addressing these
biases is crucial for creating an inclusive learning environment where all learners felt
empowered to excel in integrated science.

It is believed that by addressing these challenges through targeted interventions such as teacher
training, curriculum development, and resource allocation, educators can help ensure that all
students have the opportunity to succeed in integrated science education at the primary school
level.

4.3 The effects of the challenges faced by learners in integrated science in primary school
on the attainment of education by learners.

In an attempt to establish the effects of the challenges faced by learners on the academic
attainment, a question was asked and vest views were expressed. All the respondents expressed
the following as effects of the challenges:

4.3.1 Academic underachievement

Academic underachievement was noted as the effect of the challenges faced. When learners
struggled to understand integrated science concepts due to challenges such as complex
curriculum or inadequate resources, they underperformed academically. This led to lower
grades and a lack of confidence in their abilities, which have long-term consequences for their
educational trajectory.

4.3.2 Limited career opportunities

It was noted that science literacy is increasingly important in today's world, where many
careers require a basic understanding of scientific principles. The primary school pupils faced
challenges in learning integrated science, they were ill-prepared to pursue STEM (Science,

19
Technology, Engineering, and Mathematics) fields in higher education and beyond, limiting
their career options.

4.3.3 Decreased interest in science

Difficulty in understanding integrated science concepts led to lack of interest or even aversion
to the subject. Pupils who struggled with science developed negative attitudes toward the
subject, they viewed it as a boring or irrelevant to their lives. This diminished interest in
science can persist into adulthood, affecting their engagement with scientific issues and their
ability to make informed decisions.

4.3.4 Impact on critical thinking skills

The respondents also said that integrated science education is not just about memorizing facts;
it's about developing critical thinking and problem- solving skills. When learners faced
challenges in understanding scientific concepts, they missed out on opportunities to develop
these crucial skills. This hindered their ability to analyze information, evaluate evidence, and
make informed decisions in various aspects of their lives.

4.3.5 Emotional and psychological effects

The participants pointed emotional and psychological effects. They further said that persistent
struggles with integrated science took a toll on pupil's emotional well- being. Frustration,
anxiety, and feelings of inadequacy may arise, especially if pupils perceived themselves as
failing to meet academic expectations. These negative emotions can impact their overall mental
health and motivation to learn.

4.3.6 Widening achievement gaps

Pupils from disadvantaged backgrounds were disproportionately affected by challenges in

learning integrated science. Without adequate support and resources, those learners fell further
behind their peers, widening existing achievement gaps based on socio- economic status, race,
or gender as expressed by the respondents.

20
4.3.7 Reduced innovation and creativity

Integrated science education fosters creativity and innovation by encouraging learners to

explore, experiment, and problem- solving. One participant said:

When learners faced barriers to understanding scientific concepts, their ability to think
creatively and come up with innovative solutions may be stifled. This can have broader
implications for society's capacity to address complex challenges and drive scientific progress.

Addressing the challenges faced by learners in integrated science in primary school is crucial
for ensuring that all pupils have the opportunity to develop the knowledge, skills, and attitudes
needed to succeed in an increasingly science- oriented world. By providing targeted support,
resources, and inclusive learning environments, educators can help mitigate the negative
effects of these challenges and promote equitable access to quality science education for all
students.

4.4 Measures to curb the challenges faced by learners in integrated science in primary
school

The study asked a question on the measures to curb the challenges faced in learning integrated
science, the following were the responses collected from the participants.

4.4.1 Teacher training and professional development

It was noted that providing comprehensive training and professional development opportunities
for a teachers is essential. This includes workshops, seminars, and ongoing support to enhance
their pedagogical skills in teaching integrated science effectively. Teachers should be equipped
with strategies to make complex concepts more accessible, utilize hands-on learning
experiences, and create an inclusive classroom environment.

4.4.2 Curriculum review and revision

It was said that regular review and revision of the integrated science curriculum are necessary
to ensure that it is age- appropriate, culturally relevant, and aligned with pupil’s cognitive
abilities. The curriculum should prioritize essential concepts and skills while providing
flexibility for teachers to adapt instruction to meet the diverse needs of their students.

21
4.4.3 Access to resources and infrastructure

All respondent said in affirmative that schools need adequate resources and infrastructure to
support integrated science education. This includes well- equipped science laboratories,
textbooks, multimedia materials, and other learning resources. Investing in these resources
ensures that pupils have opportunities for hands-on experimentation and exploration, which are
essential for understanding scientific concepts.

4.4.4 Promotion of inquiry-based learning

Inquiry-based learning approaches engage pupils in actively exploring scientific phenomena,

asking questions, and seeking answers through experimentation and investigation. Encouraging
inquiry- based learning fosters curiosity, critical thinking, and problem-solving skills, making
science more meaningful and enjoyable for students.

4.4.5 Integration of Technology

Leveraging technology can enhance the teaching and learning of integrated science. Digital
tools, simulations, and educational apps can supplement traditional instruction, providing
interactive and engaging learning experiences for students. Additionally, technology can
facilitate access to resources and support personalized learning opportunities.

4.4.6 Community engagement and partnerships

Collaboration with parents, caregivers, and community members is vital for supporting
students' learning in integrated science. Schools can organize science fairs, guest lectures, and
field trips to involve the community in science education and showcase the relevance of
science in everyday life. Partnerships with local businesses, universities, and organizations can
also provide additional resources and expertise.

4.4.7 Differentiated instruction and support services

Recognizing and addressing the diverse learning needs of students is essential. Teachers should
employ differentiated instruction strategies to accommodate varying levels of readiness,

22
interests, and learning styles. Additionally, providing support services such as tutoring,
remedial classes, and special education services ensures that all students have access to the
necessary support to succeed in integrated science.

4.4.8 Culturally relevant pedagogy

Integrating students' cultural backgrounds, experiences, and perspectives into science

instruction enhances relevance and engagement. Teachers can incorporate culturally relevant
examples, indigenous knowledge, and local contexts into their lessons, making science more
relatable and accessible to students from diverse backgrounds.

By implementing these measures, educators and policymakers can work towards overcoming
the challenges faced by learners in integrated science in primary school, ultimately promoting
equitable access to quality science education for all students.

23
 CHAPTER FIVE

DISCUSSION OF FINDINGS

5.0 Introduction

This chapter discusses the findings of the study in line with the study objectives which were: to
find out the causes of challenges faced in integrated science, to examine effects of the
challenges faced on the attainment Integrated Science and possible measures to curb the
challenges encountered.

5.1 Demographic information of respondents

The study had a total sample of fifty (50) respondents which included ten (10) teachers, thirty
(30) pupils and ten (10) parents at Mchenja Primary School. All the respondents participated.
Twenty- five were men while twenty- five were females. This showed that the study had given
an equal opportunity to all the participants in the study.

5.2 Causes of the challenges faced by primary school learners

In an attempt to find out the causes of the challenges faced by learners, a question was asked
and vast views were expressed from all the respondents. The following were the most
commonly mentioned by respondents.

5.2.1 Complexity of Concepts

It was noted from respondents that integrated science covers a wide range of scientific topics,
from biology to physics and chemistry. The complexity of these concepts can overwhelm
young learners who are still developing their cognitive abilities. They may struggle to grasp
abstract ideas and connect them to real-world phenomena.

5.2.2 Lack of prior knowledge

The participants said that some learners enter primary school with limited exposure to
scientific concepts. This lack of prior knowledge puts them at a disadvantage when learning
integrated science, as they struggled to understand foundational principles and build upon them.

24
5.2.3 Inadequate resource

It was noted from the teachers that the school, especially being in resource- constrained areas,
lack sufficient science materials and laboratory equipment. Without access to hands-on
experiments and visual aids, learners may find it challenging to understand abstract concepts
and retain information. This agrees with the study of Mathonzi (2001) who revealed that lack
of support from both the government and schools in many schools cause a shortage in resource.
Teachers are struggling with poor resources and absence of a culture of teaching and learning
science. The communities around the rural schools are willing to make active contributions,
they themselves are the victims of poor education, unemployment and general poverty. It is
indeed problematic to compare physical indicators with social indicators in rural areas. For
instance, the argument in this case is that the building of new schools in rural areas does not in
a way change the profile of the community, and may have limited impact on educational
achievement.

Malcolm, Keane, Hoohlo, Kgaka and Ovens (2000), also found similar findings that they
provide instances how this can be achieved, even in very poor communities and schools.
Providing adequate support systems to teachers, learners and communities within the school
and outside enhances educational effectiveness. Opportunities for professional development for
teachers arise within schools, but there is need also to include outside workshops for teacher
development.

5.2.4 Teacher competency

This was also the commonly mentioned by learners. The effectiveness of integrated science
instruction depends largely on the competence of the teacher. Inexperienced or under qualified
teachers may struggle to convey complex scientific ideas in a way that is accessible to young
learners. Additionally, some teachers may lack the confidence or motivation to teach science
effectively.

It is only a positive attitude that can result in a learner doing well in science, because a positive
attitude leads to interest in the subject, and interest leads to commitment, and commitment, in
turn, leads to a yearning for academic achievement (Osborne, Simon & Collins, 2003).
Osborne et al. (2003) further divided attitude into three categories, namely the enterprise of

25
science, school science and the impact of science on the society of scientists themselves.
Osborne et al. (2003) and Abudu and Gbadamosi (2014) indicate the constructs of attitude as:
the perception of the science teacher, anxiety toward science; the value of science, self-esteem
in respect of science, motivation towards science, the enjoyment of science, the attitudes of
peers and friends towards science, the attitudes of the parents towards science, the nature of the
classroom environment, achievement in science and fear of failure in the course. Osborne et al.
(2003) furthermore elaborate that the attitude of an individual towards science is made up of a
blend of the abovementioned constructs.

5.2.5 Language barrier

The pupils expressed that integrated science often involves technical vocabulary and complex
language that may be difficult for young learners to comprehend, especially if they are not
proficient in the language of instruction. Language barriers hindered learner’s ability to
understand scientific concepts and express their ideas effectively.

Muwanga, (2008) found similar findings in his study that Integrated Science lessons often
involve technical vocabulary and terminology that may be challenging for primary school
pupils, particularly those with limited English language proficiency. This language barrier can
impede their understanding of scientific concepts, leading to lower academic performance.

This is also correlates with the study conducted by Caillods, Gottelmann- Duret, and Lewin,
(1997) who found that it was quite common in many African countries that teachers did not
have a science background. The role of many principals was found to be more administrative,
with little direct involvement and concern for classroom activity, thus making decisions for
Science just like all the other subjects. This does not mean that the head teachers cannot
exercise leadership in science education but they must receive appropriate training, and make
effective use of their teachers. Science teachers must have a role to play in the management
process. Within any school, management structures and management skills must allow proper
development of science teaching and appropriate support for it. It has also been evident that
some schools have a low rate of parental involvement in the teaching and learning processes.
There are different assumptions about lack of support from parents, especially in the rural
schools. Some of the reasons are that parents lack confidence in being actively involved in

26
their children's education, since they themselves did not receive proper formal education.
Epstein (2002) and Rich (1993) as cited by Pena (2000) explain that some parents choose not
to participate or cannot participate in school-family relationships because of their limited
education. Another factor that makes some parents unable to participate in their children's
education is the migrant labor system, by which fathers and perhaps mothers too move away
from their homes in order to find work. This has affected family setups of many rural
households, (McDaniel and Zulu, 1996).

5.2.6 Lack of motivation

Some learners lacked interest in science due to its perceived difficulty or irrelevance to their
everyday lives. Without intrinsic motivation, learners are less inclined to actively engage with
the subject matter and struggled to retain information.

5.2.7 Cultural and gender bias

It was further noted from the respondents cultural and gender bias was another cause of the
challenges faced in learning integrated science. Cultural stereotypes and biases can influence
students' perceptions of science and their own abilities. For example, girls were discouraged
from pursuing science due to societal expectations or gender stereotypes. Addressing these
biases is crucial for creating an inclusive learning environment where all learners felt
empowered to excel in integrated science.

This is in agreement with the study of Belinda (2010), who asserts that school learning and
performance are influenced by complex social, economic, historical, and cultural factors.
Indeed, since every society educates the younger generation as a means of passing down the
socio cultural attributes of its people, the socio- cultural factors within non-western societies
become a composite part of the environment. She further said that they control to a very large
extent what a child in such an environment learns and becomes in later life. Since every human
"tends to resolve in terms of the meanings available in a particular socio-cultural environment”,
the baseline is that the meanings become firmly implanted in the cognitive structure and
manifest themselves habitually and may act as templates, anchors or inhibitions to new
learning.

27
It is believed that by addressing these challenges through targeted interventions such as teacher
training, curriculum development, and resource allocation, educators can help ensure that all
students have the opportunity to succeed in integrated science education at the primary school
level.

5.3 The effects of the challenges faced by learners in integrated science in primary school
on the attainment of education by learners.

In an attempt to establish the effects of the challenges faced by learners on the academic
attainment, a question was asked and vest views were expressed. All the respondents expressed
the following as effects of the challenges:

5.3.1 Academic underachievement

Academic underachievement was noted as the effect of the challenges faced. When learners
struggled to understand integrated science concepts due to challenges such as complex
curriculum or inadequate resources, they underperformed academically. This led to lower
grades and a lack of confidence in their abilities, which have long-term consequences for their
educational trajectory.

It was also noted that science literacy is increasingly important in today's world, where many
careers require a basic understanding of scientific principles. The primary school pupils faced
challenges in learning integrated science, they were ill-prepared to pursue STEM (Science,
Technology, Engineering, and Mathematics) fields in higher education and beyond, limiting
their career options.

This argues with Jolif, (2018) who stated that Integrated science covers a wide range of topics
from different science disciplines, such as biology, chemistry, and physics. Some pupils may
struggle to manage multiple topics simultaneously, leading to confusion and difficulty in
grasping the key concepts. This can result in lower grades in tests and assessments.

5.3.2 Decreased interest in science

Difficulty in understanding integrated science concepts led to lack of interest or even aversion
to the subject. One parent had this to say, “Pupils who struggled with science developed

28
negative attitudes toward the subject, they viewed it as a boring or irrelevant to their lives.
This diminished interest in science can persist into adulthood, affecting their engagement with
scientific issues and their ability to make informed decisions”.

This is in line with the study of Abudu and Gbadamosi, (2014) who narrated that Integrated
Science can be a complex subject for young pupils, especially if they do not have a strong
foundation in basic science concepts. Poor understanding and lack of interest in the subject can
lead to disengagement in class, reduced motivation to learn, and ultimately, poor academic
performance.

5.3.3 Impact on critical thinking skills

The respondents also said that integrated science education is not just about memorizing facts;
it's about developing critical thinking and problem- solving skills. When learners faced
challenges in understanding scientific concepts, they missed out on opportunities to develop
these crucial skills. This hindered their ability to analyze information, evaluate evidence, and
make informed decisions in various aspects of their lives.

5.3.4 Emotional and psychological effects

The participants pointed emotional and psychological effects. They further said that persistent
struggles with integrated science took a toll on pupil's emotional well- being. Frustration,
anxiety, and feelings of inadequacy may arise, especially if pupils perceived themselves as
failing to meet academic expectations. These negative emotions can impact their overall mental
health and motivation to learn.

5.3.5 Widening achievement gaps

Pupils from disadvantaged backgrounds were disproportionately affected by challenges in

learning integrated science. Without adequate support and resources, those learners fell further
behind their peers, widening existing achievement gaps based on socio- economic status, race,
or gender as expressed by the respondents.

29
5.3.6 Reduced innovation and creativity

Integrated science education fosters creativity and innovation by encouraging learners to

explore, experiment, and problem- solving. One participant said:

“When learners faced barriers to understanding scientific concepts, their ability to think
creatively and come up with innovative solutions may be stifled”. This can have broader
implications for society's capacity to address complex challenges and drive scientific progress.

Addressing the challenges faced by learners in integrated science in primary school is crucial
for ensuring that all pupils have the opportunity to develop the knowledge, skills, and attitudes
needed to succeed in an increasingly science- oriented world. By providing targeted support,
resources, and inclusive learning environments, educators can help mitigate the negative
effects of these challenges and promote equitable access to quality science education for all
students.

5.4 Measures to curb the challenges faced by learners in integrated science in primary
school

The study asked a question on the measures to curb the challenges faced in learning integrated
science, the following were the responses collected from the participants.

5.4.1 Teacher training and professional development

It was noted that providing comprehensive training and professional development opportunities
for a teachers is essential. This includes workshops, seminars, and ongoing support to enhance
their pedagogical skills in teaching integrated science effectively. Teachers should be equipped
with strategies to make complex concepts more accessible, utilize hands-on learning
experiences, and create an inclusive classroom environment. This is similar to the findings of
Abudu and Gbadamosi, (2014) who revealed that providing training and professional
development opportunities for teachers to enhance their content knowledge and teaching
strategies in integrated science. This will enable them to deliver effective and engaging lessons
that cater to different learning styles.

30
It was said that regular review and revision of the integrated science curriculum are necessary
to ensure that it is age- appropriate, culturally relevant, and aligned with pupil’s cognitive
abilities. The curriculum should prioritize essential concepts and skills while providing
flexibility for teachers to adapt instruction to meet the diverse needs of their students.

5.4.2 Access to resources and infrastructure

All respondent said in affirmative that schools need adequate resources and infrastructure to
support integrated science education. This includes well- equipped science laboratories,
textbooks, multimedia materials, and other learning resources. Investing in these resources
ensures that pupils have opportunities for hands- on experimentation and exploration, which
are essential for understanding scientific concepts.

This agrees with the study of Howe, (2003) who reveals that ensuring that schools have the
necessary resources, materials, and equipment for carrying out practical experiments and
activities. This could include setting up science laboratories or arranging visits to external labs
or science centers.

5.4.3 Promotion of inquiry-based learning

Inquiry-based learning approaches engage pupils in actively exploring scientific phenomena,

asking questions, and seeking answers through experimentation and investigation. Encouraging
inquiry- based learning fosters curiosity, critical thinking, and problem-solving skills, making
science more meaningful and enjoyable for students.

Leveraging technology can enhance the teaching and learning of integrated science. Digital
tools, simulations, and educational apps can supplement traditional instruction, providing
interactive and engaging learning experiences for students. Additionally, technology can
facilitate access to resources and support personalized learning opportunities.

5.4.4 Community engagement and partnerships

Collaboration with parents, caregivers, and community members is vital for supporting
students' learning in integrated science. Schools can organize science fairs, guest lectures, and
field trips to involve the community in science education and showcase the relevance of

31
science in everyday life. Partnerships with local businesses, universities, and organizations can
also provide additional resources and expertise.

The findings Abudu and Gbadamosi (2014) correlates with the above findings who reveals that
collaboration should be encouraged among teachers, science departments and other relevant
stakeholders to share best practices, resources, and professional development opportunities.
This can help improve the quality of integrated science teaching and learning.

5.4.5 Differentiated instruction and support services

Recognizing and addressing the diverse learning needs of students is essential. Teachers should
employ differentiated instruction strategies to accommodate varying levels of readiness,
interests, and learning styles. Additionally, providing support services such as tutoring,
remedial classes, and special education services ensures that all students have access to the
necessary support to succeed in integrated science.

Integrating students' cultural backgrounds, experiences, and perspectives into science

instruction enhances relevance and engagement. Teachers can incorporate culturally relevant
examples, indigenous knowledge, and local contexts into their lessons, making science more
relatable and accessible to students from diverse backgrounds.

By implementing these measures, educators and policymakers can work towards overcoming
the challenges faced by learners in integrated science in primary school, ultimately promoting
equitable access to quality science education for all pupils.

32
 CHAPTER SIX

CONCLUSION AND RECOMMENDATIONS

6.0 Introduction

This chapter provides the conclusion and recommendations of the study. The conclusion and
recommendations are based on the presentation and discussion made in the previous chapters.

6.1 Conclusion

The study was conducted from Mchenja Primary School in Chipangali District of Eastern
Province. On the causes of the challenges faced in Integrated Science, the study established
that lack of support from both the government and schools in schools cause a shortage in
resources. Teachers are struggling with poor resources and absence of a culture of teaching and
learning science. The communities around the rural schools are willing to make active
contributions, they themselves are the victims of poor education, unemployment and general
poverty. It is indeed problematic to compare physical indicators with social indicators in rural
areas. For instance, the argument in this case is that the building of new schools in rural areas
does not in a way change the profile of the community, and may have limited impact on
educational achievement.

It was also noted that effectiveness of integrated science instruction depends largely on the
competence of the teacher. Inexperienced or under qualified teachers may struggle to convey
complex scientific ideas in a way that is accessible to young learners. Additionally, some
teachers lacked confidence or motivation to teach science effectively.

The respondents further expressed that integrated science often involved technical vocabulary
and complex language that were difficult for young learners to comprehend, especially if they
were not proficient in the language of instruction. Language barriers hindered learner’s ability
to understand scientific concepts and express their ideas effectively.

On the effects of the challenges faced in integrated science on the learners, the study
established the following: Academic underachievement was noted as the effect of the
challenges faced. When learners struggled to understand integrated science concepts due to

33
challenges such as complex curriculum or inadequate resources, they underperformed
academically. This led to lower grades and a lack of confidence in their abilities, which have
long-term consequences for their educational trajectory.

The further established that integrated science education is not just about memorizing facts; it's
about developing critical thinking and problem- solving skills. When learners faced challenges
in understanding scientific concepts, they missed out on opportunities to develop these crucial
skills. This hindered their ability to analyze information, evaluate evidence, and make informed
decisions in various aspects of their lives.

On the measures to mitigate the challenges faced, the study established that providing
comprehensive training and professional development opportunities for a teachers is essential.
This includes workshops, seminars, and ongoing support to enhance their pedagogical skills in
teaching integrated science effectively. Teachers should be equipped with strategies to make
complex concepts more accessible, utilize hands-on learning experiences, and create an
inclusive classroom environment. This will enable them to deliver effective and engaging
lessons that cater to different learning styles.

It was said that regular review and revision of the integrated science curriculum are necessary
to ensure that it is age- appropriate, culturally relevant, and aligned with pupil’s cognitive
abilities. The curriculum should prioritize essential concepts and skills while providing
flexibility for teachers to adapt instruction to meet the diverse needs of their students.

Schools to be provided with adequate resources and infrastructure to support integrated science
education. This includes well- equipped science laboratories, textbooks, multimedia materials,
and other learning resources. Investing in these resources ensures that pupils have opportunities
for hands- on experimentation and exploration, which are essential for understanding scientific
concepts.

6.2 Recommendations of the study

The study made recommendations based on the study presentation of findings in chapter four
and discussion of findings in chapter five. Therefore, the following are the recommendations
made by the study:

34
a. Providing comprehensive training and professional development opportunities for
teachers is essential. This includes workshops, seminars, and ongoing support to
enhance their pedagogical skills in teaching integrated science effectively. Teachers
should be equipped with strategies to make complex concepts more accessible, utilize
hands-on learning experiences, and create an inclusive classroom environment.
b. Schools should collaborate with parents, caregivers, and community members are vital
for supporting students' learning in integrated science. Schools can organize science
fairs, guest lectures, and field trips to involve the community in science education and
showcase the relevance of science in everyday life.
c. Schools to be provided with adequate resources and infrastructure to support integrated
science education. This includes well- equipped science laboratories, textbooks,
multimedia materials, and other learning resources. Investing in these resources ensures
that pupils have opportunities for hands- on experimentation and exploration, which are
essential for understanding scientific concepts.

35
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 APPENDICES

APPENDIX A: QUESTIONAIRE FOR TEACHERS

Dear Respondent,

I am a student pursuing a Diploma in Primary Education at Chipata College of Education

undertaking a research titled: AN INVESTIGATION ON THE CHALLENGES FACED BY
PRIMARY SCHOOL LEARNERS IN INTEGRATED SCIENCE in Chipangali district.
Kindly complete the questionnaire as truthfully as you can. The exercise is voluntary and the
information provided will be treated with confidentiality and anonymity is guaranteed. Please
do not write your name anywhere.

1. What is your gender?

Male [ ] Female [ ]
2. Select your qualification
Certificate [ ] Diploma [ ] Degree [ ] Untrained [ ]
3. For how long have you been in school?
Less than 5 years [ ] Above 5 years [ ]
4. How is the availability of Integrated Science material in this school
Good [ ] Fair [ ] Poor [ ]
5. Which instructional language do you use in Integrated Science?
Local language [ ] English language [ ] Any other language [ ]
6. Do you think the learners are facing challenges in Integrated Science in this school?
Yes [ ] Not Sure [ ] No [ ]
7. What are some of the challenges faced by the learners Integrated Science?

……………………………………………………………………………………………
……………………………………………………………………………………………
…………………………………………………………………………………………..

8. How are the pupils affected with the challenges faced?

39
 ……………………………………………………………………………………………
……………………………………………………………………………………………
…………………………………………………………………………………………...
9. As a teacher, what have you put in place to mitigate the challenges?
……………………………………………………………………………………………
……………………………………………………………………………………………
10. What do you think should be done to mitigate the challenges encountered by pupils in
Integrated
Science?..............................................................................................................................
.............................................................................................................................................
............................................................................................................................................

Thank you for cooperation.

40
APPENDIX B: FOCUS GROUP DISCUSSION FOR LEARNERS

1. How old are you?

2. What grade are you doing?
3. Do you have interest in Integrated Science?
4. How do the people you live with motivate you as a pupil to work hard in Integrated
Science?
5. How often do you study Integrated Science in a week?
6. How is the availability of teaching and learning materials in Integrated Science at your
school?
7. Do you face challenges in learning Integrated Science in this school?
8. What are some of the challenges faced?
9. How is your performance affected in Integrated Science due to the challenges
encountered?
10. How does your guardian help you to improve the performance in Integrated Science?
11. What do you think should be done to mitigate the challenges faced in Integrated
Science?

The end!!

Thanks for participating.

41
APPENDIX C: SEMI-STRUCTURED INTERVIEWS FOR COMMUNITY MEMBERS

1. As a member of this community, does the school have the necessary materials required
for learning of Integrated Science of the pupils?
2. Do you think the pupils are facing challenges in learning integrated science?
3. What are some of the challenges faced by pupils in learning integrated science?
4. State and explain how you are involved in ensuring the school has the required
materials in Integrated Science for good performance of the community school going
children?
5. Explain how you are involved in helping school going children in improving their
performance in Integrated Science?
6. Is the community environment conducive for effective learning of Integrated Science?
7. What are the effects of the challenges on the pupil’s performance in integrated science?
8. What do you think should be done to help pupils in this area improve their performance
in Integrated Science?
Thank you for participating

42