Using Games in Teaching Integrated Science: Perceptions and Readiness of Teachers
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Abstract
The use of appropriate pedagogy for teaching and learning is very essential for the success of every lesson. Games have been established to be one of the effective methods in teaching and learning at the basic level of education. This study was conducted to find out the perceptions and readiness of integrated science teachers on the use of games in teaching and learning. The investigation targeted the population of the public Junior High School teachers in integrated science at Akyem Oda, the capital of Birim Central Municipal in the Eastern region of Ghana. Thirty-two (32) teachers were assembled through simple random sampling from eleven (11) schools for the study. Questionnaire was used for data collection. Data was analysed descriptively. The findings revealed among the integrated science teachers who previously have used games in teaching and learning as an effective method. However, there was generally a higher negative perception on the use of games in teaching integrated science. Teachers were more inclined to the use of demonstration method in teaching the subject than all other methods. Nonetheless, teachers wish to use games in teaching the subject in the future. There was also a negative correlation between the desire to use games in teaching and learning of integrated science and age of teachers. The findings should guide stakeholders to help strengthen the knowledge base of integrated science teachers in games as its benefits are enormous in teaching and learning.
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