Abstract:
The purpose of the study was to investigate Integrated Science teachers’ attitude
towards the use of TESSA Science OER in classroom instructions. The study adopted
the qualitative approach with case study research design. A sample of six Integrated
Science teachers was drawn from Lamplighter Community Academy. Primary data
was collected using semi structured interview guide. Data collected was analysed
thematically. Results showed that, in general, participants expressed positive attitude
toward OER, and benefited from using the resources in multiple ways. In spite of the
benefits of OER, participants faced several challenges in using the resources,
including the high cost of internet access. Based on the results the study concluded
that using TESSA Science OER in Integrated Science teaching and learning improves
teachers' pedagogical practice and students' conceptual interpretation of scientific
facts. The time and cost of going online to get essential pdfs and other word
documents for lesson delivery is quite stressful, especially for instructors who lacked
the necessary abilities. The study recommended that Integrated Science teachers at
Lamplighter Community Academy Basic school should always use TESSA Science
OER in their classroom to enhance meaningful teaching and learning of the subject.
The GES of the Bia West District should construct computer laboratories in all Basic
schools within the district and equip them with easy access to network.
Description:
A thesis in the Department of Basic Education,
Faculty of Educational Studies, submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Basic Education)
in the University of Education, Winneba
