The study examined the conditions under which Integrated Science is taught in selected junior secondary schools in Sierra Leone as perceived by heads of departments of Integrated Science, the Integrated Science teachers and pupils. The study entails a mixed design of both quantitative and qualitative materials obtained through an ex-post- facto research approach. From a population of 4,200, a purposive sample size of 1,300 participants were randomly selected. Data were collected through questionnaires and analyzed.
The findings of the study revealed that Integrated Science is taught within congested classroom environments, inadequate time allocation, incomplete coverage of the West African Examinations Council’s Integrated Science Teaching Syllabus and marginalization of heads of departments in the teacher recruitment procedures by the principals.
To reduce these problems, key stakeholders should play critical roles in improving the teaching environment, including reducing the teacher/pupil ratio so that individual pupils will have increased teacher attention, and pupils’ preparation could become more effective. Increased allocation of funds for the education sector by government to build more classrooms could reduce class sizes. Teachers should end eavour to ensure adequate time is available for coverage of the teaching syllabus of Integrated Science
Principals should ensure that Integrated Science heads of departments are involved in the teacher recruitment process, to ensure that dedicated and competent teachers are employed. They should be supported to regularly participate in professional development activities thereby enhancing pupils’ academic performance in Integrated Science.