http://41.74.91.244:8080/handle/123456789/716 2026-04-05T20:09:03Z 2026-04-05T20:09:03Z Osei, J.K. http://41.74.91.244:8080/handle/123456789/5138 2026-03-25T10:13:37Z 2024-09-01T00:00:00Z

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

2024-09-01T00:00:00Z Sedegah, S. http://41.74.91.244:8080/handle/123456789/5125 2026-03-24T09:34:40Z 2024-06-01T00:00:00Z

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

2024-06-01T00:00:00Z Dabanka, C.P. http://41.74.91.244:8080/handle/123456789/5040 2026-03-11T10:52:49Z 2024-09-01T00:00:00Z

Using Culturo – Techno Contextual Approach (CTCA) to enhance upper primary pupils’ performance and knowledge retention in science Dabanka, C.P. This study explained how the Culturo Techno Contextual Approach (CTCA), a method of teaching, could help to enhance pupils in upper primary six performance and knowledge retention in science. The research design used was the action research under the spiral model touted by Kemmis and McTaggart. The mixed method study approach was considered adequate for the study. The targeted population included all the primary six pupils and teachers in the Kumasi Metropolitan area but the accessible population consisted of upper primary six teachers from the old Tafo M/A primary B school in the old Tafo submetro in the Kumasi Metropolis. The sample size was 52 pupils who happens to be the entire class size of class six. The instruments used were document analysis, test, observation and interview schedules. The study involved three main intervention stages during the data collection procedure, the pre - intervention, intervention and postintervention. Five lessons on selected science concepts were designed and taught using the CTCA. Five craftsmen, three women and two men were interviewed on their indigenous economic activities to determine the science processes and the science concepts that were associated with each. Data collected was put into themes and analysed. The finding of the study suggested that there are several indigenous economic activities in the research area and its environs and for each one there were science processes and concepts associated with it. Some of the identified indigenous activities are charcoal burning, palm oil preparation, pito brewing and craft and artisanal production. Each of these activities were associated with indigenous processes. For instance, charcoal burning is associated with indigenous processes such as cutting of wood, arrangement of wood, covering of wood with leaves and burning of wood. The study again identified some specific skills that were inculcated in the learners during the use of the CTCA. The skills were grouped as basic and integrated skills. The basic skills identified were observation, communication and classification, and the integrated also included cultural sensitivity, technological integration and contextual understanding. The study indicated that pupils' conceptual understanding and retention of the concept taught using the CTCA improved based on the pre and post test scores obtained. Based on the findings of the study, it was recommended that community involvement in curriculum design must be encouraged, and indigenous knowledge must be integrated into the basic school science curriculum. A Thesis in the Department of Science Education, Faculty of Science Education, submitted to the school of Graduate Studies in partial fulfillment of the requirements for the award of the degree of Doctor of Philosophy (Science Education) in the University of Education, Winneba SEPTEMBER, 2024

2024-09-01T00:00:00Z Anguh, A.A. http://41.74.91.244:8080/handle/123456789/4964 2026-02-23T11:14:47Z 2024-06-01T00:00:00Z

The effect of virtual laboratory resources and flipped classroom instructions on senior high school students’ acquisition of science process skills . Anguh, A.A. The successes of students in science in the West Africa secondary school certificate examinations over the years have been very discouraging. Studies have revealed that it is partly due to the poor science process skills possessed by students. Indications in the literature revealed that possession of good science process skills could help improve students’ performance in science in West Africa Secondary School Certificate Examination. This study therefore evaluated the basic and integrated process skills possessed by Winneba Senior High School Students and improved it using virtual laboratory resources and flipped classroom instructions. The action research method was employed, and the research approach employed was the mixed method approach grounded in the pragmatist research paradigm. A sample of 51 science students participated in the study. The instruments used were questionnaire, observation, interview, and tests. The research was conducted in three phases, the pre- intervention phase, intervention phase and post-intervention phase. Six research questions were answered. Findings of the study showed that: most students were not proficient in the basic and integrated process skills and the use of virtual laboratory resources and flipped classroom instructions was able to improve the proficiencies of the sampled students. The study concluded that students basic and integrated process skills were improved, in that, students measured accurately, students observed with all their five senses, students communicated effectively and used the other basic and integrated process skills effectively. It was recommended that teachers should make themselves available to new technologies and teaching methods such as virtual laboratory resources and flipped classroom instructions. They should always be around to supervise students when they are using the virtual laboratory resource to learn because some students may use the computers for something else rather than learning. Teachers should always monitor students after flipping the class to make sure that students have learned what they were supposed to learn. Science enhancing and student-centered strategies may be applied by science teachers or instructors to improve the performance of students by emphasizing basic process skills and by giving them group activities that need collaborative effort. The schools should support in the areas of building more rooms for science-related activities like laboratories and e-classroom. The Ghana Education Service should select experts in computer software and hardware from Ghana and send them to countries where this mode of instruction and resources are used as a form of learning and teaching. For more comprehensive findings, further studies on the same area of concentration may be conducted for improving Science education where the students will benefit. A Thesis in the Department of Science Education, Faculty of Science Education, submitted to the School of Graduate Studies in partial fulfillment of the requirements for the award of Doctor of Philosophy (Science Education) in the University of Education, Winneba

2024-06-01T00:00:00Z