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ABSTRACT
This research aims to examine the difficulties encountered in the effective delivery and acquisition of integrated science education in junior secondary schools located within the Ovia North East Local Government Area in Edo State, Nigeria. By utilizing a correlational survey research design, data was gathered from a sample of 150 students enrolled in four public secondary schools in Benin Metropolis. The study delves into the academic performance of students, prevalent teaching methodologies employed, availability of instructional resources, and practical techniques to enhance academic achievements in the field of integrated science. The findings demonstrate significant concerns regarding student performance in integrated science, such as challenges related to scientific terminology, high rates of failure in science-related subjects, incomplete classroom activities, and the perception of science as a difficult subject. Moreover, instructional strategies that prioritize the teacher's role are frequently employed, often lacking practical experiences and access to essential instructional resources. The availability and quality of integrated science textbooks are identified as areas requiring improvement.
