Department of Biology Educationhttp://41.74.91.244:8080/handle/123456789/7592026-04-05T17:58:25Z2026-04-05T17:58:25ZExploring biology teachers' technological pedagogical content knowledge in Senior High Schools in selected Municipalities within the greater Accra RegionEbo, P.http://41.74.91.244:8080/handle/123456789/51332026-03-24T10:31:18Z2025-07-01T00:00:00ZExploring biology teachers' technological pedagogical content knowledge in Senior High Schools in selected Municipalities within the greater Accra Region
Ebo, P.
This study explored the Technological Pedagogical Content Knowledge (TPACK) of
senior high school biology teachers in selected municipalities in the Greater Accra
Region of Ghana. Using an explanatory sequential mixed methods approach,
quantitative data were collected from 73 biology teachers across 31 schools, followed
by qualitative observations and interviews with a subset of teachers. A convenience
sampling technique was used to select 73 biology teachers for the study. The study
examined teachers' biology content knowledge, pedagogical knowledge, technological
knowledge, access to ICT tools, and how professional status impacts TPACK. Key
findings indicate that while most teachers had strong biology content knowledge, they
lacked adequate knowledge of modern digital technology for teaching biology. Most
schools did not have modern ICT tools available for biology instruction. Most teachers
relied on self-training for ICT skills rather than formal training. Overall, biology
teachers demonstrated low levels of TPACK, with no significant difference found
between qualified and unqualified teachers. The results suggest that despite strong
subject matter expertise, many biology teachers struggle to integrate technology into
their pedagogy effectively. Recommendations include providing more ICT training
opportunities for teachers, encouraging the use of available digital devices, and
considering students' prior knowledge when integrating technology. This study
highlights the need to enhance biology teachers' technological pedagogical skills to
meet 21st-century classroom demands.
A thesis in the Department of Biology 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
Master of Philosophy
(Biology Education)
in the University of Education, Winneba.
JULY, 2025
2025-07-01T00:00:00ZSenior high school biology students’ literacy, perceptions, and attitudes towards biotechnologyJonah, E.http://41.74.91.244:8080/handle/123456789/50812026-03-16T11:11:48Z2025-09-01T00:00:00ZSenior high school biology students’ literacy, perceptions, and attitudes towards biotechnology
Jonah, E.
This study investigated the literacy, perceptions, and attitudes towards the study of
biotechnology among Form Three biology students in selected Senior High Schools in
the Prestea/Huni-Valley Municipality of Ghana. A mixed-method approach was
employed, utilizing questionnaires, tests, and interviews to collect data from a sample
of 155 students and 3 teachers. Students' perceptions of biotechnology encompassed
ethical considerations, risks, benefits, and religious and moral issues. Students’
attitudes toward biotechnology applications, acceptance based on ethics and
environmental impact, and purchase and use of biotechnology products were also
examined. The study found varying levels of biotechnology literacy among students:
nominal level (M = 5.22, SD = 2.652), functional scientific literacy (M = 3.85, SD =
1.552), conceptual level (M = 3.68, SD = 1.902), and multidimensional level (M = 1.92,
SD = 1.710). These very low mean scores highlight a significant gap in students'
understanding of biotechnological concepts and their applications. Differences were
observed based on gender for the nominal level (M = 1.331, p = .013) and functional
scientific literacy (M = 0.799, p = .011). Pearson’s correlational analyses revealed
insignificant and weak positive relationships between students' perceptions of
biotechnology and their literacy scores (r = 0.022, p = 0.791) and between students'
attitudes towards biotechnology and their literacy scores (𝑟 = −0.077, p = 0.355). The
findings suggest a need for targeted interventions to enhance biotechnology education,
addressing literacy levels, shaping perceptions, and fostering informed attitudes.
Recommendations include incorporating hands-on learning experiences, promoting
critical thinking, and engaging students in discussion on the societal implications of
biotechnology. Further research is suggested to explore the impact of educational
strategies on students' biotechnology literacy and performance. The study contributes
to the understanding of factors influencing biotechnology education in Ghana and
provides insights for improving teaching and learning in this field.
A Thesis in the Department of Biology 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
Master of Philosophy
(Biology Education)
in the University of Education, Winneba
JANUARY, 2025
2025-09-01T00:00:00ZUsing computer based animations in the teaching and learning of control and coordination to form two biology students in Zion College, AnlogaAttipoe, C.A.http://41.74.91.244:8080/handle/123456789/50412026-03-11T10:57:35Z2024-05-01T00:00:00ZUsing computer based animations in the teaching and learning of control and coordination to form two biology students in Zion College, Anloga
Attipoe, C.A.
The purpose of the study was to see how successful computer-based animation may be
in teaching and learning of Coordination and Control concepts in Biology at Zion
College in the Anloga District of the Volta Region of Ghana. In all, a total of 117
elective Biology students were sampled for this study, and they were split into two
groups (experimental group and control group). The experimental group was taught
coordination and control through a computer-based animation method, while the
control group was taught same coordination and control through a traditional lecturebased
method. Control and coordination Achievement Test (CCAT) with a reliability
coefficient of 0.91 was used to measure students’ achievement and retention before and
after treatments, while Students Attitude Questionnaire on Coordination and Control
(SAQCC) was used to examine the students’ attitude toward the concepts of
coordination and control. Data was analysed using various statistical tool including
mean, standard deviation, paired sampled t-test, independent sampled t-test and Cohen
d effect size at a significant level of 0.05. The study brought to light that the use of
computer-based animation instructional method in the teaching and learning of
coordination and control had a better impact on students’ knowledge and retention of
the concepts and therefore has the higher potential of enhancing senior high school
Biology students’ academic achievement and attitude toward control and coordination
concepts with no gender bias.
A thesis in the Department of Biology Education,
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
Master of Philosophy
(Biology Education)
in the University of Education, Winneba
MAY, 2024
2024-05-01T00:00:00ZAdolescents’ knowledge and perception of sexual and reproductive health rights in Dzelukope, KetaAgbetum, Thttp://41.74.91.244:8080/handle/123456789/50232026-03-03T11:18:00Z2025-09-01T00:00:00ZAdolescents’ knowledge and perception of sexual and reproductive health rights in Dzelukope, Keta
Agbetum, T
This study investigated adolescents’ knowledge and perceptions of sexual and reproductive health rights (SRHR) in Dzelukope, Keta, Ghana. Adolescents constitute a crucial segment of the population, yet they face barriers in exercising their rights due to cultural taboos, inadequate education, and limited access to health services. The study adopted a mixed-methods approach, combining quantitative and qualitative techniques to provide a comprehensive understanding of adolescents’ experiences. Quantitatively, a cross-sectional design was employed, with a proportional stratified sampling strategy followed by simple random sampling. A total of 209 adolescents aged 15 to 19 years participated, yielding a response rate of 96.8%. Qualitatively, focus group discussions and interviews with selected adolescents were conducted to capture deeper insights into perceptions and lived experiences. The findings revealed that while awareness of general human rights was relatively high, significant gaps remained in adolescents’ knowledge of specific reproductive health rights. Radio and peers emerged as the dominant sources of information, whereas health professionals played only a marginal role. Although respondents were aware of rights violations such as forced sex, early marriage, and denial of services, fewer than half expressed the ability to resist partners’ reproductive decisions, reflecting persistent gender inequalities. Age and educational attainment were strongly associated with knowledge of SRHR, while sex and religious affiliation showed weaker associations. The qualitative data further highlighted stigma, parental silence, and fear of discrimination as key barriers to accessing accurate information and services. The study recommended intensifying reproductive health education tailored to adolescents through mass media, schools, and digital platforms, alongside active parent and community engagement. It also advocated strengthening youth-friendly health services, integrating SRHR and human rights into school curricula, and resourcing protective institutions such as the Police Service and DOVVSU. By fostering an enabling environment that promotes knowledge, empowerment, and gender equity, the study aimed to contribute to adolescent well-being and the improvement of public health outcomes in Ghana.
A thesis in the Department of Biology 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
Master of Education
(Biology Education)
In the University of Education, Winneba.
SEPTEMBER, 2025
2025-09-01T00:00:00Z