Abstract:
This study assessed the effect of STME clinics on the perception and attitudes of JHS
pupils in selected districts towards science in the Ashanti region. The population
included all JHS 2 and 3 pupils totaling 100 from five districts in the region. The
districts, schools and respondents were chosen through random, and convenience
sampling method. The research instrument adopted was the Relevance of Science
Education questionnaire (ROSE instrument) with a 4-point Likert-type scale which was
administered and supported with interview. The data gathered was analyzed by SPSS
version 16 with t-test statistics. Reliability calculated using Cronbach’s alpha
coefficient was (0.76). The study revealed the following: a satisfaction for STME clinic
activities; the exposure of the participants to STME clinic shaped their attitude, interest,
and aspirations for STM subjects; also participants consider Science and Technology as
the engine for growth, development of nations and lives, and so valuable for every
country and individual, though it comes with its merits and demerits; higher preference
for STME clinic activities like excursions, interaction with role models, discussions and
hands on activities; different perceptions about science in terms of aspirations, easiness
and difficulties; significant disparity in the perception of those exposed to and those not
exposed to STME clinic; and teachers practical/unrealistic/theoretical teaching
methodologies due to competence and or incompetence coupled with inadequate/lack
of TLMs. It was recommended that for effective implementation of the clinic where by
majority of JHS pupils would be given opportunity to participate. Moreover, STM
teachers are to be given regular training and support. For a well-planned and
implemented science, technology and mathematics education clinic today would play a
great role in the development of vital skills, positive attitude and perception in science
and technology to aid self employment and self-reliant.
Description:
A THESIS IN THE DEPARTMENT OF SCIENCE EDUCATION, FACULTY
OF SCIENCE EDUCATION, SUBMITTED TO THE SCHOOL OF GRADUATE
STUDIES, UNIVERSITY OF EDUCATION, WINNEBA IN PARTIAL
FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF MASTER
OF PHILOSOPHY (SCIENCE EDUCATION) DEGREE.
SEPTEMBER, 2014