Challenges Inhibiting Effective Implementation of Integrated Science by science teachers at the Junior High Schools in Kwahu West Municipality, Ghana Beatrice Asante Somuah and John Aluko Orodho

This study examined the challenges inhibiting effective implementation of integrated science by scienceteachers at Junior Secondary school level in Kwahu West Municipality in Ghana. The study used a descriptive exploratory survey research design. Purposive sampling was used to select 60 science teachers, 8 circuit supervisors and 8 science coordinators yielding a sample size of 76 subjects. The main data collection tools were questionnaires and interview schedules. The study established that the major challenges inhibiting effective implementation were: breadth of curriculum content to be covered, inadequate and poor state of instructional resources and workshops, low experience on hands-on techniques in handling science practical and inadequate in-servicing of science teachers. These challenges compromised the adoption ofhigh-impact teaching for science including: low teacher's enthusiasm, inadequateexcursions and field-visits, low exposure to laboratory practicals and group-work amongst others. It was apparent that implementing science lessons with one or more elements of highimpact teaching may lead towards makinga difference, particularly if these teaching practices produce in students positive long-term memories about their science education. It was, therefore, recommended that there is the need for provision of science workshops andequipment as well as regular in-servicing of science teachers on modern high impact teaching strategies by the Ghana Education Service to help them deal with the challenges [215 words].