Abstract:
The study sought to explore natural science teachers’ curriculum knowledge, self efficacy beliefs and their classroom instructional and assessment practices in the
Gomoa East District of the Central Region of Ghana. A mixed method sequential
explanatory research design was used for the study. Data were collected by
administering natural science teachers’ curriculum knowledge (NSTCK) and the
science teaching self-efficacy beliefs (STEBI) questionnaires to 232 natural science
teachers. Quantitative data were analysed using descriptive statistics, and Pearson
Product-Moment Correlation functions of the Statistical Product for Service Solutions
(SPSS) version 20. In the qualitative phase of the study, inquiry-based observational
guide and semi-structured interview guide were used to explore in-depth information
on natural science teacher’s curriculum knowledge, self-efficacy beliefs and
classroom practices. The findings revealed that, majority of the teachers’ had low
knowledge of the natural science curriculum. It was also found that only professional
qualification had a slight positive correlation with natural science teachers’ content
knowledge of the primary one curriculum. Also, natural science teachers had a very
high PSTE and STOE of the self-efficacy beliefs scale though the interview results
indicated that, some of the teachers had low self-efficacy beliefs to teach natural
science. The results further indicated that majority of natural science teachers
generally adopted child-centred teaching practices at the introduction stage of the
lesson but used more teacher-centred instructional strategies for presentation and
evaluation of lessons. They did not adequately carry out formative assessment as
recommended by the natural science curriculum. It was recommended that in-service
programmes, workshops, seminars and short courses should be organized on the
natural science curriculum and SBA to improve teachers’ knowledge of the natural
science curriculum and their skills in assessment practices.
Description:
A Dissertation in the Department of Basic Education, faculty of Educational
studies, submitted to the school of Graduate Studies, University of Education,
Winneba in partial fulfilment of the requirements for the award of the Master of
Philosophy (Basic Education) Degree.
2017