STAKEHOLDERS’ VIEWS ON BARRIERS THAT IMPEDE THE PROVISION OF QUALITY SCIENCE EDUCATION IN JUNIOR SECONDARY SCHOOLS IN BO MUNICIPALITY, SOUTHERN SIERRA LEONE

The study aims to understand the views of stakeholders regarding the challenges that prevent the delivery of quality science education in selected junior secondary schools in Bo Municipality, Southern Province of Sierra Leone.The research is based on three main goals: first, to identify the main obstacles that prevent the effective teaching of science at the JSS level; second, to assess how these challenges affect students' performance in integrated science; and third, to suggest ways to ensure long-term improvements.The study employed a mixed method approach of both quantitative and qualitative methods.For the quantitative part, data was gathered from 120 students, with 60% female and 40% male, through questionnaires.For the qualitative part, data was collected via interviews with 12 integrated science teachers, 6 heads of science departments, 12 parents, and 6 educational stakeholders, including two representatives each from MBSSE, SLTU, and TSC.The quantitative data was analysed using descriptive statistics, including frequency counts and percentages, while the qualitative data was analysed using thematic analysis with the help of coding.The results showed that several key barriers hinder the provision of quality science education, including the absence of science laboratories, schools that have laboratories but lack proper equipment, the use of untrained and unqualified teachers, overcrowded classrooms, insufficient teaching and learning resources, and the traditional teacher-centered approach that promotes rote learning.These issues have led to a decline in students' interest in science, poor performance in external exams, and gender disparities, particularly affecting girls.The study recommends the development of well-equipped science laboratories, the recruitment and training of qualified science teachers, curriculum reform to promote practical and context-based learning, the adoption of gender-sensitive teaching strategies, and collaboration among various stakeholders to achieve sustainable educational reform.The findings have important implications for policymakers, educators, and stakeholders who are working to enhance science education in Sierra Leone