Faculty of Science Education

Using interactive multimedia instructional approaches to improve academic performance of pre-service science teachers in some selected biology concepts

2026-06-10T10:00:31Z

Using interactive multimedia instructional approaches to improve academic performance of pre-service science teachers in some selected biology concepts Arthur-Baidoo, F. This study assessed the effect of Interactive Multimedia Instructional Approaches (IMIA) on the learning outcomes of some biology concepts among pre-service science teachers at Wiawso College of Education in Ghana. The study employed an action research design with a convergent parallel mixed-method approach. Data was collected quantitatively and qualitatively and were analyzed using IBM SPSS version 27.0. The instruments used in the study were tests, questionnaires, and interviews. A total of 76 participants were involved, with a small subset (10 pre-service science teachers) selected for interviews. Purposive and convenience sampling techniques were used to select the participants for the study. The study revealed that the majority of respondents agreed they found it difficult to understand the different parts of cell and their functions, with a mean score of 4.75 and a standard deviation of 0.82. They also agreed that visualizing the three-dimensional structure of a cell was challenging, with the same mean value and standard deviation. Furthermore, most respondents indicated that technical difficulties hinder instruction, with a mean score of 4.28 and a standard deviation of 0.99. Finding appropriate multimedia instructional approaches that align with the curriculum was perceived as even more difficult, reflected by a mean score of 4.410 (standard deviation = 0.84). Limited access to technology and multimedia instructional approaches was another common concern, with a mean score of 4.21 (standard deviation = 0.83). The results, again, showed that a significant number of pre-service science teachers believed that integrating multimedia approaches effectively required additional time and effort, as indicated by a mean score of 3.880(standard deviation = 1.30). Moreover, the study found that the pre-service science teachers’ performance in the selected biology concepts improved significantly after being exposed to the IMIA interventions, with the average pre-test score increasing from 36.62 to an average post-test score of 71.89. Based on these results, the study recommends that Wiawso College of Education biology lecturers adopt and utilize the Interactive Multimedia Instructional Approach, to better support pre-service science teachers in learning abstract biology concepts like cell structure, cell division, and Mendelian genetics at the college level. A thesis submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Doctor of Philosophy (Science Education) Department of Integrated Science Education Faculty of Science Education JULY, 2025

Comparative effect of collaborative peer and video-based microteaching models on selected female preservice teachers’ science teaching efficacy

2026-05-12T10:57:45Z

Comparative effect of collaborative peer and video-based microteaching models on selected female preservice teachers’ science teaching efficacy Awortwe, L. microteaching models in enhancing the science teaching efficacy of selected Ghanaian female preservice teachers. A comparative research design with purposive (criterion-based) sampling was used to select two intact classes comprising fifty-six (56) second-year Early Grade preservice teachers from the Presbyterian Women’s College of Education, Aburi. Participants were assigned to two treatment groups: collaborative peer microteaching and video-based microteaching, with twenty-eight (28) participants in each group. Over a period of six weeks, participants engaged in their respective microteaching sessions. Data was collected using the Science Teaching Efficacy Beliefs Instrument (STEBI-B), the Perception of the Collaborative Peer Microteaching Model (PCPM) questionnaire, and a focus group interview. The STEBI-B was administered as a pre-intervention and post-intervention assessment to measure science teaching efficacy before and after the interventions. Paired-sample ttests showed significant improvements in STEBI-B scores for both the collaborative peer group (t(27) = −3.167, p = 0.004 < .05) and the video-based group (t(27) = −7.906, p = 0.000 < .05), with the larger t-value indicating that the video-based microteaching model was comparatively more effective. An analysis of covariance (ANCOVA) further confirmed that when the collaborative peer and video-based microteaching groups’ pre-intervention STEBI-B assessments are controlled, the video-based microteaching was comparatively more effective in enhancing female preservice teachers’ levels of science teaching efficacy. A two-way ANCOVA also revealed that age, prior teaching experiences, and their interaction had no statistically significant effect on participants’ STEBI-B scores. Additionally, responses from the PCPM questionnaire and focus group interviews indicated that participants generally perceived both microteaching models as effective in enhancing their science teaching efficacy. A thesis submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Doctor of Philosophy (Science Education) Department of Science Education Faculty of Science Education AUGUST, 2025

Exploring science teachers’ instructional practices across regular, inclusive, and deaf basic schools in Ghana- a multiple case study

2026-03-25T10:13:37Z

Exploring science teachers’ instructional practices across regular, inclusive, and deaf basic schools in Ghana- a multiple case study Osei, J.K. Science education remains central to Ghana’s national development agenda, yet concerns persist regarding how effectively science is taught at the basic school level, particularly within diverse learning environments. Despite curriculum reforms and inclusive education policies, disparities in instructional practices are evident across regular, inclusive, and special schools for the deaf. Limited empirical research has systematically examined how science teachers in these varied contexts plan, deliver, and assess instruction, and how their practices respond to the unique needs of learners. This study therefore set out to explore the instructional practices of science teachers in a regular basic school, an inclusive basic school, and a school for the deaf in Ghana, with a view to identifying strengths, challenges, and context-specific implications for improving science education. A phenomenological research design was adopted to understand and describe the lived experiences of individuals. Semistructured interviews and observations were used for data collection. The sample comprised 30 individuals, including teachers and interpreters from the targeted schools, with data saturation guided by the richness and quality of the data collected. The findings revealed that science teachers possessed varying academic qualifications, from Diplomas to Master's Degrees, influencing their preparedness for teaching. Teachers emphasized the importance of planning, delivery, and assessment in their instructional practices. Regular schools primarily used lecture-based teaching, inclusive schools adapted methods to diverse learning needs, and deaf schools relied on visual aids and sign language. Teachers in inclusive classrooms employed multimodal approaches, individualized instructions, and technology integration, despite challenges like time constraints and resource limitations. There was a significant discrepancy between reported and actual usage of assistive technologies, with barriers like cost and maintenance limiting their effectiveness. Capacity-enhancing activities, including INSET workshops, were crucial but required more specialized training and regular refresher courses. The study recommends that educational authorities and school administrators should collaborate to provide ongoing professional development specifically tailored to the unique demands of inclusive and deaf education. The Ministry of Education and the Ghana Education Service should develop frameworks and support systems that encourage and facilitate further individualization of instruction. This includes organizing professional development workshops focused on advanced differentiated instruction techniques and creating resources to help teachers effectively tailor their teaching strategies to meet individual student needs. A thesis in the Department of Science Education, Faculty of Science Education, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Doctor of Philosophy (Science Education) in the University of Education, Winneba SEPTEMBER, 2024

Evaluation of the chemistry curriculum implementation in Senior High Schools in the Eastern Region of Ghana

2026-03-24T09:34:40Z

Evaluation of the chemistry curriculum implementation in Senior High Schools in the Eastern Region of Ghana Sedegah, S. This study evaluated the classroom implementation of the Senior High School elective chemistry curriculum in the Eastern Region of Ghana. A cross- sectional descriptive survey design was used for the study. The target population comprised all the public Senior High Schools in the Eastern region of Ghana that offered elective chemistry. The accessible population consisted of seventy-one public Senior High Schools out of which 21 schools were selected making up 30% of the accessible population. The schools were selected through purposive sampling from ten districts and municipalities in the Eastern Region. A random sample of 366 students offering General Science in form three were involved in this study. There were 73 chemistry teachers, 21 HODs science and 21 assistant heads for academics in the selected SHSs who were purposively selected to be part of the research. The chemistry teachers and chemistry students chosen have used the curriculum materials extensively in the teaching and learning process not less than two years. The main instruments used for the research were interview, observation and questionnaire and document analysis. The data from questionnaire was analysed quantitatively using SPSS version 22 and the data from interview guide, observation guide and document analysis were analysed qualitatively. The findings revealed that most teachers who were the chemistry curriculum implementers had the required academic and professional qualifications needed to implement the chemistry curriculum. However, there were a few teachers without the required qualifications. The findings showed that there were dedicated laboratories for chemistry practical. However, there were major challenges associated with the adequacy of facilities and chemicals. The lessons observed were typical teachercentred. The focus of the lessons were on the transmission of knowledge from the teacher to the students. The study found that the challenges of chemistry curriculum implementation identified by both teachers and students involved in the study were overloaded chemistry content, large class sizes, inadequate chemistry teachers, inadequate instructional resources, and inadequate practical activities. It was recommended that the SHS institutions should allocate dedicated time slots within the school timetable for practical activities. This would help teachers to engage students in practical activities regularly. There is a need for the government and stakeholders to join hands to build well-equipped laboratories with adequate chemicals and necessary facilities such as water, electricity. It is suggested a study should be conducted to assess how teacher training programmes influence the quality of SHS chemistry curriculum implementation. Also, survey should be conducted to explore the relationship between the implementation of the SHS chemistry curriculum and students' academic achievements in chemistry. A thesis in the Department of Science Education, Faculty of Science, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Doctor of Philosophy (Science Education) in the University of Education, Winneba JUNE, 2024