The Effect of teacher motivation and instructional methodologies on student outcomes in integrated science in the upper east region, Ghana

The Effect of teacher motivation and instructional methodologies on student outcomes in integrated science in the upper east region, Ghana


  • Issah Ibrahim Methodist College of Education
  • John K. Eminah
  • Collins Owusu-Fordjour University of Education image/svg+xml
  • Stephen Afram Oware
  • Valantine Baalongbuoro



Instructional approach, Motivation, Integrated science


This study's focus was to ascertain how teaching strategies and teacher motivation affected students' performance in integrated science in Ghana's Upper East. The researcher employed a survey design. Heads of senior high schools and teachers of integrated science constitute the study's population. Purposeful and straightforward random samplings were utilised to choose the respondents. 84 respondents made up the sample, comprising 80 integrated science teachers and 4 school heads. A structured questionnaire served as the primary tool, and the Statistical Package for Social Sciences was used to analyse the data (SPSS).

The data analysis revealed that a large percentage of integrated science instructors (52.5%) thought that teacher motivation led them to perform in-depth study in order to teach effectively. Additionally, it was found that every integrated science instructor stated that skilled teachers employ effective teaching strategies to raise student achievement.


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Author Biographies

John K. Eminah


Collins Owusu-Fordjour, University of Education

Lecturer, Department of Science Education

Stephen Afram Oware

Tutor, science department

Valantine Baalongbuoro

Teacher, science department


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How to Cite

Ibrahim, I., K. Eminah, J., Owusu-Fordjour, C., Afram Oware, S., & Baalongbuoro, V. (2023). The Effect of teacher motivation and instructional methodologies on student outcomes in integrated science in the upper east region, Ghana. International Journal for Innovation Education and Research, 11(2), 12–22.
Received 2022-10-24
Accepted 2022-11-18
Published 2023-02-01