Teaching Physical Science in Junior High School: Instructional Challenges and Learning Experiences in an Integrated Public School at Maluno Integrated School

Abstract

Teaching Physical Science in Junior High School (JHS) is pivotal for developing scientific literacy, yet it remains challenging in public school contexts where resource constraints, learner diversity, and curricular demands intersect. This study examined (a) the instructional challenges experienced by Physical Science teachers and (b) the learning experiences of JHS students in an integrated public school setting at Maluno Integrated School. Using a qualitative case study design, data were gathered through semi-structured interviews with teachers, focus group discussions with students, and classroom observations. Thematic analysis generated four teacher-challenge themes and four learner-experience themes. Findings show that instruction is shaped by limited laboratory resources, wide variation in learners’ prior knowledge and language proficiency, time pressure under curriculum pacing, and assessment demands that compete with inquiry-based learning. Learners reported increased interest during hands-on and contextualized activities, but also described difficulties with mathematical reasoning, abstract concepts, and test-oriented tasks. The study highlights the need for low-cost laboratory alternatives, strengthened scaffolding for conceptual understanding, language-responsive science teaching, and assessment systems aligned with inquiry and conceptual mastery.