Selected Junior Secondary Schools Research Articles

Exploring the Effectiveness of Two Tiers System of Instruction on Students’ Academic Performance in Basic Science

This study explored the impact of learner-instructor-interaction and conventional lecture methods on students’ academic performance in basic science in junior secondary schools in Lagos State Education District V, Nigeria. A non-randomized pre-test, post-test, non-equivalent quasi-experimental research design in two intact classes which comprised of 117 students with 50 in experimental group and 67 in control group from two randomly selected junior secondary schools in Amuwo-Odofin zone of the district was used. While students in the control group completed course assignments individually, students in the treatment group completed the assignments in small groups which enable effective students-instructor-interaction. Students’ Academic Performance Test (PAPT) and Students’ Attitude Questionnaire (SAQ) which were validated by two experts in science education with reliability of 0.79 and 0.87 were used for data collection. Analysis of Covariate (ANCOVA) was used to analyze the null hypotheses at 0.05 level of significant. The results of the study revealed that learner-instructor has a statistically significant effect on students’ academic performances [F(1,115)=14.16; p<0.05; ɳ2=0.54]. Students working collaboratively achieved significantly higher than those working individually. Finding also shows that student-instructor fostered a statistically significant positive attitude among learners [F(1,115)=0.58; p<0.05; ɳ2=0.41]. Further finding revealed no statistically significant effect of learner-instructor interaction on students’ academic performance and attitude based on school type. According to the study’s findings, it is advised, among other things, that learners should be taught utilizing the three-tier system of instruction in order to improve their knowledge in terms of students’ learning results. The study concluded that learner-instructor-interaction had an impact on students’ academic performances to retention. These shows that students ‘academic performance is improved through learner-instructor interaction. This study recommends among others that, students should be taught through learner-instructor interaction in order to promote academic performance.

ASSESSMENT OF EMPLOYABILITY SKILLS ACQUISITION NEED FOR SELF-RELIANCE IN BUSINESS STUDIES AMONG GOVERNMENT JUNIOR SECONDARY SCHOOLS STUDENTS IN NIGER STATE

This study was conducted to assess the employability skills acquisition need for self-reliance in business studies among government junior secondary schools students in Niger State. The researchers raised two research questions for the study. In line with the research question, two null hypotheses were formulated and tested at 0.05 level if significant. A survey research design was used for the study. The area of this study consists of one government junior secondary schools from each local government in the state which comprise of twenty-five local government. A random sampling technique was used and the sample size for the study was two hundred and ten (210). A 4-point Likert scale used for the and the questionnaire was tagged as “Business Studies Skill Acquisition Questionnaire (BSSAQ)” containing twenty (20) statement items were used to collect data. To obtain the reliability coefficient of the measuring instrument, the instrument was pilot tested using some fifteen (15) selected junior secondary schools in Ilorin. The result obtained from the pilot study were then analyzed using Cranach alpha reliability coefficient statistical and the reliability index obtained was 0.88. The data collected on the twenty (20) statement items of the questionnaire were analyzed using mean and standard deviation to answer the research questions and t-test was used to test the null hypotheses formulated for the study. The study revealed among others, that a significant difference existed in the employability skills acquisition need for self-reliance in government junior secondary schools in Niger State. Based on the findings of this study, it was recommended that at junior secondary schools business studies contents should be well taught in other to encourage the acquisition of employability skills among the students of junior secondary schools in Niger state. Also, Business studies at the government junior secondary level should be encouraged through proper funding, and the provision of equipment for better acquisition of computer skills.

Investigating Mathematics Teachers’ Understanding and Practices of Learner-centered Teaching in Junior Secondary Schools within Katima Circuit in the Zambezi Region of Namibia

This study investigated mathematics teachers’ understanding and practices of learner-centered teaching (LCT) in junior secondary schools within Katima Circuit in the Zambezi Region of Namibia. A qualitative study method was used and purposeful sampling procedures were used to select participants. Research instruments included open-ended interviews and recordings from twenty mathematics teachers in selected junior secondary schools in the Zambezi Region. Results of the study indicate that teachers understand the concepts of LCT and have adequate training and knowledge on the benefits and teaching approach in LCT due to the inclusion of the LCT methods in teacher education and other training workshops. However, the study also found that most mathematics teachers use only cooperative learning during teaching and learning mathematics. The study also identified significant challenges teachers face in implementing LCT, including overcrowded classrooms, lack of resources, and learners’ lack of motivation. Considering the above findings, the study recommends that the government and stakeholders support teachers with resources and further staff development opportunities.

Survey of Commonly Used Instructional Materials in the Teaching and Learning of the English Language

The instructional materials utilized by teachers in the teaching and learning of English in selected junior secondary schools in Rivers State's Ogba/Egbema/Ndoni Local Government Area are the focus of this research. Five research questions were utilized to drive the study. The research employed 120 of the 1,230 comments obtained from junior high school pupils. Twenty-five research questionnaires (25) were produced from the study questions and assessed using a four-point Likert scale. A 2.5-point benchmark was employed as a criteria for agreement. A judgment and suggestions were produced based on the information below. Teachers are supposed to search out visual teaching aids that appeal to students' senses, grab their attention, inspire engagement, make learning more meaningful, and satisfy academic standards. Teachers should work in a situation that is favorable to their achievement.

Perception of professional competence of business studies teachers and students’ academic performance in Nigeria: The industrial relations approach

The goal of this research was to investigate the professional competence of business educators as the determinant of academic performanceof junior secondary school students in Ijebu-North Local Government area of Ogun state, Nigeria. This study investigated the professionalcompetence of business educators as determinants of academic performance of selected junior secondary school students in Ijebu-North LocalGovernment Area of Ogun state, Nigeria. Two hypotheses were formulated and tested. The study was correlational in nature using surveyresearch design. Stratified random sampling technique was used to select twenty respondents from twenty schools, totaling 400 sample of thestudy. A structured questionnaire was used for data collection and it consisted of two (2) sections. Data were analysed using descriptive andinferential statistics. Pearson Correlation and independent t–test were used in analyzing the hypotheses. Findings revealed that there was asignificant relationship between teachers’ professional competence and students’ performance in business studies. Furthermore, there was nosignificant gender difference in the students’ perception of their teachers’ professional competence. Based on the findings, it was recommendedamong others that professional body (Association of Business Educators of Nigeria) should be bold enough to collaborate with employersof business educators to carryout performance audit in order to reduce the prevalence of below-standard teachers in this profession andstrengthening the roles of universities in the preparation of professional business studies teachers.

CURRICULUM IMPLEMENTATION STRATEGIES AT THE JUNIOR SECONDARY SCHOOL: SOCIAL STUDIES PERSPECTIVES

Development of curriculum is one of the major debates in the developing countries with particular reference to Nigeria but the detail of how the curriculum will be implemented at school level are often neglected. This paper examined curriculum implementation strategies at the junior secondary school level. The study adopted a descriptive survey design which focused on investigating curriculum implementation strategies at the junior secondary school. The target population for the study comprised all the junior secondary schools in Ankpa Local Government Area, Kogi State and the sample for the study consisted of 120 junior secondary school teachers drawn using purposive sampling technique from the selected junior secondary schools in Ankpa Local Government Area, Kogi State. Researchers’ constructed questionnaire titled Curriculum Implementation Strategies at the Junior Secondary School Questionnaire (CISJSSQ) was used to measure teachers’ opinion on curriculum implementation strategies at the junior secondary school. The instrument has 15 items on a four-point Likert-scale of strongly agree (SA), Agree (A), Disagree (D) and strongly disagree (SD). This instrument was validated by three experts in the departments of Social Science Education, and Educational Psychology, Guidance and Counselling Nnamdi Azikiwe University. The researchers distributed and collected the copies of the questionnaire with the help of eight research assistants from the junior secondary schools. The data collected were analyzed using the weighted mean of 2.50 computed as 4+3+2+1=10/4=2.5. Any mean score that is equal to or above 2.50 was considered significant and therefore, accepted while the one that is less than 2.50 was rejected. Findings showed that teachers of social studies are not effective in implementing various curriculum strategies during teaching and learning in junior secondary school, teachers of social studies do not teach appropriate contents in the social studies curriculum during classes and teachers of Social Studies do not employ proper method of teaching social studies and the objectives are not achieved. Based on this, it was recommended that the federal and state ministry of education should encourage the teachers through training and re-training to employ better implementation strategies for social studies curriculum among others. KEYWORDS: Curriculum implementation, strategies, junior secondary school, social studies and Perspectives

The Grammatical Effects of Nyanja on Pupils Learning English in Selected Junior Secondary Schools of Chongwe District, Zambia

The purpose of the study was to investigate grammatical effects of Nyanja as first language (L1) on pupils learning English as a second language in Chongwe district. Chongwe district is home for people of different tribes (Soli, Chewa, Bemba, Tonga, Lozi, Lenje, Shona and Ndebele). As a result, the community is multilingual. This multilingual environment has sometimes negatively impacted on some children in the learning of English in areas such as syntax, semantics, grammar and vocabulary in English. The consequence of these negative effects has led to lack of full communication and understanding of topics taught in class and in school. The study is important in informing policy makers of the challenges that the first language (L1) creates in the learning of English. It may also act as a bridging document for existing gaps in line with the effects of Nyanja on pupils learning English language. The researcher interviewed 79 respondents that were systematically selected from each of the six different sites of Chongwe district namely kampekete, Mwalumina, Chilyabale, Lwimba, Lukoshi and Nchute primary schools. The current study employed triangulated method based on the grounded theory. It used the qualitative method for both collecting and analyzing data. The data was collected from teachers of English, other subject teachers and from basic school pupils of the six selected schools. The instruments used were questionnaires. The methods used to collect data were face to face interviews, group discussion and recordings. Thereafter data was analysed manually using descriptive explanation and narration. Among many things, the study found that learners with Nyanja background had problems in areas of spelling, pronunciation, translation, grammar, choice of register to use in correct contexts because English was introduced late to learners finding their brain optimal time to acquire language in good accent, pronunciation, fluency in English grammatical system already passed and learners brain were already anchored in Nyanja, a language with totally different stress, intonation and grammar. This assertion matches with Lundeberg (1967) when he established that brain lateralization finishes at puberty and that it leads to the end of brain’s ability to acquire language with fluency and accuracy. Therefore, the study recommended i) the alignment of English language from pupil’s first contact with the teacher in school and ii) English should be embraced as language of medium instruction in all the grades in schools.

Factors Influencing Students’ Academic Performance in Junior Secondary Schools in Maun, Botswana

Students’ academic performance is determined by certain intrinsic and extrinsic attributes, which are shrouded in their stages of development. The focus of this study was, therefore, to analyse factors influencing students’ performance in two randomly selected junior secondary schools in Maun, Botswana. Guided by McClelland’s motivational theory, a multi-stage sampling procedure was used to select a sample of 124 students. Demographic/socioeconomic data were obtained from the students in the study area through the use of questionnaires. Data were analysed using the Statistical Package for Social Sciences (SPSS). Descriptive statistics (including mean and standard deviation) were used to summarise the data while Cramer’s V, Pearson product-moment correlation, multiple linear regression, and one-way analysis of variance (ANOVA) were employed to determine the relationships between explanatory variables and students’ academic performance. Results revealed that students’ academic performance is affected by both home background (e.g. family size) as well as the school environment (e.g. class size), including their study habits. The study recommends that teachers’ self-efficacy, more parental involvement, and improved government policies in educational development are critical for the attainment of high-quality education in Botswana.

Implementation of the Revised Biology Curriculum in Selected Junior Secondary Schools in Namibia

This study focused on the implementation of the updated Biology curriculum in Namibia, particularly the junior secondary (grade 8 - 9) Biology curriculum. The revised Biology curriculum places emphasis on learner-centred instruction, problem-solving approach and critical thinking. However, since its implementation in 2015, teachers reported inconsistencies between the planned Biology curriculum and its implementation. Reported inconsistencies were attributed to a shortage of instructional resources and a lack of motivation. A qualitative study was carried out with nine Biology teachers purposively selected from three rural secondary schools to understand how they implemented the learner-centred curriculum. The participants responded to semi-structured interviews. Results indicated that whilst the updated Biology curriculum had some good intentions, its implementation was limited by challenges of mainly pedagogical and content knowledge amongst teachers and inadequate instructional resources. The results validate previous research and suggest that adequate training and instructional resources should be considered when designing a new curriculum.

Content Adequacy of Oral Literature in Selected English Studies Textbooks: Implications for Inculcating Moral Values into In-School Adolescents

Textbooks are essential resources in the teaching-learning process. The integration of English language and literature called English Studies at the junior secondary schools in Nigeria has brought about textbooks incorporating both language and literature (oral and written) components. This study was carried out to analyze the content adequacy of oral literature incorporated in New Oxford Secondary English Course for Junior Secondary Schools and New Concepts English Textbooks and investigate teachers' perceptions. Book one to three of the two textbooks was purposively selected because they were used in the selected junior secondary schools for this study. The study, hence, adopted a mixed-methods of data collection and analysis. The textbooks selected were content analyzed by drawing out their oral literature components. Quantitative data were collected using a self-constructed questionnaire from 50 teachers of English studies randomly selected across 25 junior secondary schools in the Ibadan metropolis. The content analysis done of the selected textbooks was compared with the teachers' perception of the adequacy of the textbooks in inculcating moral values into students. The study recommended, among others, that English teachers at the junior secondary school level should actively implement the oral literature content of the English studies textbook with the use of appropriate teaching methods, strategies, and instructional materials.

Indiscipline among Junior High School Students in Nkoranza District: Causes, Effects and the Way Forward

The aim of the research was to find out the causes, effects and solutions to indiscipline among students in selected junior secondary schools in the Nkoranza district. Questionnaires were given the teachers, headmasters and their assistants while students were interviewed. The information gathered were analysed and general conclusions made about the results which were for the total percentages for all students, teachers, heads and assistants. The subjects were ninety (90) students comprising of thirty (30) from each of the three schools. Additionally, there were six (6) teachers from each of the three (3) schools making eighteen (18) including heads and assistants. The analysis showed that most respondents agreed on the idealistic concept of discipline. It was also established that, indiscipline was caused by both “internal” and “external” factors. There was no general agreement between students and educators on acts of indiscipline that were considered as serious or not. However, there was a definite agreement among the respondents on the method of ensuring discipline. Rudeness to those in authority came out as the worst kind of behaviour in the school. (Table 19) 72.3% of students, 55.3% of teachers and 98.1% of heads and assistants considered it a serious kind of behaviour. Some recommendations were made as a result of the study. This included the appointment of a fulltime Guidance and Counseling coordinator to each school to ensure the establishment of self-discipline among students. Another recommendation was that students should be involved in decision-making process in the schools

Influence of Motivation on Students’ Academic Achievement in the Teaching of Junior Secondary Three Social Studies in Jalingo Metropolis

This study aimed to ascertain Influence of Motivation on Students’ Academic Achievement in the Teaching of JSS III Social Studies in Jalingo Metropolis Taraba State. Three research questions were raised to guide the study, and descriptive survey research design was used for the study. The target population was 3150 students covering all the 17 public secondary Schools across Jalingo metropolitan. 320 respondents were randomly sampled from five selected Junior Secondary Schools, and a 30-item research instrument, based on 4-point Likert scale, tagged Motivation for Academic Achievement Questionnaire (MAAQ), developed by the researcher and dully vetted by three specialists in measurement and evaluation, guidance and counselling and educational psychology in the Faculty of Education of the University, was used for data collection. Test-rest was used to ascertain reliability of the research instrument using Pearson Product Moment Correlation technique which yielded a coefficient of 0.67. The data collated was analysed using simple frequency count and mean, and the decision mean point was 3.00. It was concluded that intrinsic and extrinsic motivation in a proper blend has the potency to improve students’ academic achievement in social studies. The study finally recommends among others that, students should be conscientised as well as be empowered to realize that they play the most important role in motivating themselves first, before anyone else; and also social studies alongside other teaching subject areas be made interesting so as to arouse and sustain students’ interests and enhance learners’ achievement motivations. Keywords: Motivation, Influence, Students’ Academic Achievement, Social Studies, Teaching, Jalingo Metropolis DOI: 10.7176/JEP/12-1-05 Publication date: January 31 st 2021

Computer usage proficiency towards pedagogical knowledge and learning improvement

The introduction of computers and ICT related gadgets in education is presently yielding noticeable impacts and it’s been widely accepted to aid learning. Thus, creating an ever increasing desire and urge in school owners, teachers, parents and students to acquire them for learning. The aim of this research is to examine the effect of computer usage proficiency on both teachers’ pedagogical knowledge and students’ academic performance. A total of two hundred (200) respondents selected through a stratified random sampling technique comprising of forty (40) respondents (twenty-five (25) teachers and (15) students) each from five selected Junior Secondary Schools in Ogun state, Nigeria served as the research population. Collated data were analyzed using frequency counts and Chi-Square at 0.05 alpha level of significance. Also, three null hypotheses were formulated to determine the significant relationship among computer usage proficiency, teachers’ pedagogical competence and students’ academic performance. Research findings revealed that computer assisted approach is the most preferred teacher’s pedagogical approach indicating that old and long-service teachers show poor approach towards employing computers and ICT gadgets to aid teaching and learning. The study further established that teachers’ pedagogical competence is not independent of computer knowledge which will resultantly influence students’ academic performance positively.

Challenges of Curriculum Implementation in Junior Secondary Schools

Since the inception of Western Education in Sierra Leone, frantic efforts have been made to formulate policies in order to improve the quality of education. It has been acknowledged by various educationists that curriculum implementation is instrumental in improving the quality of education in any society. Therefore, it is seen as an approach which improves students’ academic achievements, equipping graduates with sufficient knowledge and skills for them to survive academically and socially in this modern world.
 On that note, the development of school curriculum is very significant in the life of a nation. The National School Curriculum as a program of learning is supposed to be a highly sensitive document as it contains the aspiration of the nation, preparing its citizens to face future challenges. It is supposed to be a document of hope.
 Notwithstanding the wide recognition and acceptance accorded the roles of curriculum as a career of national philosophy in Sierra Leonean Educational system, there seems to be challenges in the implementation of this important blue print. This could not be disassociated with inadequate trained and qualified teachers in the field/classroom; community/volunteer teachers unpaid; ill-trained and sometimes confused graduates and inadequate Teaching Learning Materials; lack of guidelines for the implementation of curriculum and the complexity of managing the curriculum coupled with inadequate training regarding curriculum implementation. Capacitation of teachers is essential in the successful implementation of any curriculum as they are the main role-players in promoting quality education. This and other related problems should be a cause for concern.
 By and large, the researcher is optimistic that although people are different and despite the negativity and inadequacies surrounding the curriculum, there is hope that with time and effort and given the total commitment of all stakeholders to implement the curriculum, success can be attained. Especially with the President’s (Retired Brigadier Julius Maada Bio’s) New Direction Agenda on education in Sierra Leone. Therefore, it can be concluded that the aim of the study and primary research questions which were explored, namely the Challenges towards Curriculum Implementation in Four Selected Junior Secondary Schools in Kpanga Chiefdom, Pujehun District, were adequately addressed and answered.

Predicting students’ final grades for regulating the supervision of academic activities: A model of continuous assessment practices, teaching effectiveness and students’ personal studies

The study was conducted to determine the predictive strength of a model of continuous assessment practices, teaching effectiveness and students’ personal studies for predicting students’ final grades. Thus the study investigated the influence of continuous assessment practices, teaching effectiveness, and students’ personal studies on the test scores of some selected junior secondary school students in Health and Physical Education in Egor Local Government Area of Edo State. Three null hypotheses were formulated to guide the study. The hypotheses were tested at 0.05 level of significance. The population of the study was 4,042 while the sample size was 200 randomly selected from JSS III in Egor LGA of Edo State. The instrument used for data collection was the questionnaire with reliability co-efficient of 0.89. Data collected were analyzed using the Pearson Product Moment Correlation Statistics and the multiple regression statistics. The major findings of this study were are as follows: The multiple regression coefficient of prediction of students’ final grade with ratings of continuous assessment practices, teaching effectiveness and students’ personal studies is significant (R = 0.65, p ≤ 0.00). The net regression coefficient of prediction of students examination grades with ratings of continuous assessment practices is positive and significant (B = 0.54, p ≤ 0.00). The net regression coefficient of prediction of students final grades with ratings of students personal studies is positive and significant (B = 0.31, P ≤ 0.00). The net regression coefficient of prediction of students’ final grades with ratings of teaching effectiveness is positive and significant at 0.05 alpha level (B = 0.46, p ≤ 0.00). It was, therefore, recommended that the ministry of education and school administrators adopt the use of this scientific model to predict students’ final grades, for regulating the supervision of teaching and learning process for optimization of students’ academic achievement.

EFFECT OF TEACHING CRITICAL THINKING SKILLS ON STUDENTS’ PERFORMANCE IN READING COMPREHENSION IN JUNIOR SECONDARY SCHOOLS IN KADUNA, NIGERIA

This study investigated the effect of teaching critical thinking skills on reading Comprehension of students in selected Junior Secondary Schools in Kaduna, Nigeria. The schools randomly selected were Government Secondary School Kakuri (Experimental group) and Government Secondary School Kurmi Mashi (control group). Both groups were given a pre-test prior to teaching and a post-test after six weeks of teaching. Both groups were assessed after six weeks of learning. The findings revealed significant difference in the performance of students taught reading comprehension using critical thinking questions. Based on the findings, teachers are encouraged to use critical thinking questions to motivate and engage their students in purposeful and thought-provoking discussion that will inspire them to think critically and creatively. Article visualizations:

Social studies students’ knowledge, attitude and practice of concepts of sustainable development in Ondo City, Nigeria

Abstract Purpose: The study investigates Social Studies’ students’ knowledge, attitude, and practices of concepts of sustainable development in selected junior secondary school in Ondo city, Nigeria. Research Methodology: The survey was conducted involving five hundred (540) students from ten (18) junior secondary schools. A self-constructed questionnaire titled “Social studies’ students knowledge, attitude, and practices of concepts of sustainable development in selected junior secondary school in Ondo state QSSSKAPCSD Cronbach alpha Reliability co-efficient of; KSDC: 0.70; PSDC: 0.73, and ASDC: 0.71 respectively was used. Three research questions were answered using simple percentage, mean (x) and standard deviation. Result: The result shows Social Studies’ students’ level of knowledge, attitude and practices of sustainable development concepts is at an appreciable high level. The study recommended full implementation of various UNESCO’s plan on sustainable development goals by all countries in the world. Limitation: Sample size and area of coverage was the limitation of the study and this was due to the constraint of time and finance. Further studies should carry out an inferential statistics to analyse the variables. Contribution: The study assessed students’ level of knowledge, attitude and practices of sustainable development concepts in Social Studies. Keywords: Sustainable development, Knowledge, Attitude, Practice

Impact of Activity-Based Teaching Strategy on Gifted Students: a case of Selected Junior Secondary Schools in Nigeria

The study investigates the impact of activity-based teaching strategy on gifted students’ academic performance. Quantitative methods using a quasi-experimental design were used on a random sample of 330 gifted students selected from 11 Junior secondary schools from Katsina Metropolis, Nigeria. A 60 items Basic Science Achievement Test (BSAT) with reliability coefficient of 0.98 was administered to 11 schools before and after the treatment and scores analyzed using t-tests. The findings revealed significant differences in the academic performance between the experimental group exposed to the activity-based teaching strategy when compared to the control group exposed to the traditional lecture method. These findings recommend schools to adopt the activity-based teaching strategy in science classroom in order to effectively commit student to mastery of the subject in both practical and theoretical terms.

Family Time and Family Structure as Correlates of Adolescents’ Self-Regulation in some Selected Junior Secondary Schools, Harari Regional State, Ethiopia

This research aimed to examine the relationship between family time and family structure with adolescents’ self-regulation in some selected Junior Secondary Schools, Harari Regional State, Ethiopia. To run on, data were collected through selfreporting questionnaire, standardized tests from 325 students selected through systematic sampling method. The data analysis was conducted using a t-test, Pearson product moment correlation, factorial ANOVA, and multiple regression. This research indicates that adolescents have a slightly lower level of self-regulatory behavior. There is a statistically significant relationship between adolescents’ self-regulation and family time, family structure, and family time activity. Family time activity especially those who have leisure or recreation time together has significantly influencing adolescence self-regulation; however, gender could not make such effect independently as well as in combination with family time activity. Moreover, among others, family time activity and family structure are found to be important predictors of adolescents’ self-regulatory skills. Among the variability, family time activity significantly has added to the prediction of self-regulation, accounting for 14,8% of the variability, while, family time activity and family structure together have added 17,7% of the variability. In the end, recommendations are also made for how to properly address the gaps noted in this research.

Comparison of Pupils’ Academic Performance by Region, in Integrated Science at the Basic Education Certificate Examination, between 2005 and 2007 in Selected Junior Secondary Schools in Sierra Leone

The study compared pupils' academic performance by region in integrated science at the Basic Education Certificate Examination (BECE) in selected junior secondary schools between 2005-2007 in Sierra Leone. Descriptive research of a survey design was adopted. The target population comprised of all the junior secondary schools that were compiled in the Handbook for Junior Secondary Schools in Sierra Leone in 1994, all the junior secondary school pupils that sat to integrated science at BECE in 2005, 2006 and 2007 academic years in Sierra Leone, Integrated Science Teachers and Integrated Science Heads of Department. Out of the population, sample of 100 junior secondary schools, were purposively chosen by the researcher. To ensure representative samples in the four regions, stratified random sampling technique was employed. The main research instrument used to collect data on pupils' performance at BECE within the years under review was the Basic Education Certificate Examination results published by WAEC in 2005, 2006 and2007 academic years. Data were analysed using statistical tools. Firstly, descriptive statistics which entails frequency counts and percentages were used to address the research questions while the Chi- Square statistic was employed to test the Null hypothesis at 0.05 level of significance through Statistical Package of Social Sciences(SPSS)Software. These results were displayed on bar charts and line graphs for meaningful interpretations.The findings of the study revealed that unsatisfactory performance of candidates in integrated science at BECE between the periods 2005 and 2007across the regions exist, which is deteriorating. This unsatisfactory performance of pupils across these regions is said to be attributed to many factors which is a grave concern to the nation .Based on the findings it was recommended that government through the Teaching Service Commission ensures that well trained and qualified teachers in integrated science with vast experience should be recruited across the regions in Sierra Leone to teach integrated science. This will help to meet the needs of the learnersFurthermore, it was recommended that the teacher training colleges, polytechnics and universities should intensify the training of teachers especially in Science Education pedagogy .Finally, the Ministry of Education should ensure that in each region, infrastructural facilities are been provided to reduce congestion in the classrooms. And there should be a pupil teacher ratio of 1:40 to ensure effective and efficient class management and control.