Abstract:
This study sought to improve laboratory practical skills of pre-service science
teachers at the Evangelical Presbyterian College of Education, Bimbilla to enable
them teach science lessons through practical mode. Action research design was used
in the study. Level 200 pre-service science teachers constituted the sample of 82 who
were drawn from the elective science class. The instrument used to correct data for
study were attitude scale, semi structure interview and observation schedule. The
attitude scale was used to correct quantitative data on pre-service science teacher’s
attitude to laboratory practical work whiles the observation scale and semi structure
interview were used to correct qualitative data on pre-service science teachers
acquisition of laboratory practical skills before and after the intervention. Analysis of
the data was done using frequency and percentages for quantitative data obtained
from attitude and observation scales. The findings of the study revealed that the pre service science teachers did not have adequate knowledge in laboratory practical
skills and that made them not to teach science through practical mode during their
teaching practice. It was also observed that their exposure to laboratory practical skills
was either inadequate or less effective. The study concluded that the pre-service
science teachers were capable of teaching science effectively through practical mode
if their exposure to laboratory practical lessons were intensified. The researcher
therefore recommended that enough exposure on laboratory practical work should be
given to pre-service science teachers through increase school-based laboratory
practical sessions and attachment to science research departments where they can
learn to improve their laboratory practical skills.
Description:
A THESIS SUBMITTED TO THE SCHOOL OF GRADUATE STUDIES,
UNIVERSITY OF EDUCATION, WINNEBA IN PARTIAL FULFILLMENT
OF THE REQUIREMENTS FOR THE AWARD OF A MASTER OF
EDUCATION DEGREE IN SCIENCE EDUCATION
DECEMBER, 2018