dc.contributor.author |
Abagali, O.K |
|
dc.date.accessioned |
2023-03-29T12:45:09Z |
|
dc.date.available |
2023-03-29T12:45:09Z |
|
dc.date.issued |
2015 |
|
dc.identifier.uri |
http://41.74.91.244:8080/handle/123456789/1853 |
|
dc.description |
A Thesis in the Department of Science Education, in the Faculty of Science Education
submitted to the School of Graduate Studies, University of Education, Winneba, in
partial fulfilment for award of Master of Philosophy (Science Education) degree.
OCTOBER, 2015 |
en_US |
dc.description.abstract |
Many students with good favourable attitudes and high interest in science soon see
these qualities eroded by their experience of school science; some resulting from
science teachers‟ low level of content knowledge, poor methods of teaching and
exhibition of low levels of self-efficacies. One topical area in science content that
Junior High Schools (JHS) science teachers‟ exhibit lack of interest and poor attitudes
is in JHS basic electronics. This is because many of them did not receive adequate
tuition in basic electronics during pre-service and in-service training programmes.
This study therefore, was to determine the level of influence that in-service training
workshop have on JHS science teachers‟ self-efficacy beliefs and content knowledge
competencies towards JHS basic electronics. The study involved 7 females and 39
males JHS science teachers in Kassena Nankana Municipal. Two sets of data were
collected, one in December 2014 and another in January 2015, using pre-workshop
questionnaires and post-workshop questionnaires respectively. Each data was a
measure of these JHS Science teachers‟ self-efficacy beliefs and content knowledge
competencies towards JHS basic electronics. The two sets of data were analysed
qualitatively and quantitatively; using inferential t-test analysis for paired (dependent)
samples. The findings of the study showed that before the in- service training science
teachers had moderate self-efficacy beliefs towards basic electronics but developed
high self-efficacy beliefs towards basic electronics after the in-service training. The
study further showed that, after the in-service training JHS science teachers‟ had a
high content knowledge competencies as compared to the low content knowledge
competencies exhibited before the in-service training. Again, the difference in post workshop and pre-workshop content knowledge competencies is statistically
significant (t(45) = 16.477, p = 0.000). Nonetheless, there was a weak correlation
University of Education,Winneba http://ir.uew.edu.gh
xiv
between science teachers‟ post-workshop self-efficacy and post-workshop content
knowledge competencies (r = 0.0257, p = 0.287). The findings suggests that regular
and continual in-service training targeting specific sensitive challenging content areas
in JHS basic electronics can assist teachers to develop coping abilities to teach that
content area and meet the specific task needs of pupils. Therefore, JHS science
teachers‟ education programs should promote continual teacher development in basic
electronics to meet teachers‟ performance and pupils‟ achievement needs. |
en_US |
dc.language.iso |
en |
en_US |
dc.publisher |
University of Education, Winneba (UEW) |
en_US |
dc.subject |
Self- efficacy beliefs |
en_US |
dc.subject |
Knowledge competencies |
en_US |
dc.subject |
Basic electronics |
en_US |
dc.title |
Impact of in-service training on junior high school science teachers’ self- efficacy beliefs and content knowledge competencies in basic electronics in Kassena Nankana Municipal |
en_US |
dc.type |
Thesis |
en_US |