Abstract:
This study aimed to investigate the effects of tutor pedagogical content knowledge
(PCK) and practice on the achievement of pre-service teachers in inquiry-based
chemistry instruction. The research employed a quantitative approach, collecting data
through questionnaires from 97 respondents out of the total sample of 111, resulting
in an 87% response rate. Additionally, an observation checklist was used. The
findings indicated that respondents demonstrated a comprehensive understanding of
the concept of inquiry-based instruction, as evidenced by high frequencies in 14 out of
the 16 constructs examined. However, the study identified significant limitations in
real-life study materials, revealing a deficiency in the technological resources required
to foster effective inquiry-based instruction. Furthermore, it was noted that the
timeframe allotted in the study syllabus did not adequately accommodate the
implementation of inquiry-based instruction in a manner that is both efficient and
effective. Additionally, the study revealed a positive relationship between inquirybased
instruction and students' performance. The effective implementation of inquirybased
instruction positively influenced students' academic outcomes. Moreover, it was
found that pedagogical knowledge moderated the relationship between inquiry-based
instruction and students' performance. A thorough grasp of tutor knowledge served as
a foundation for understanding and implementing inquiry-based instruction, which, in
turn, had a positive impact on students' performance. Based on these findings, the
study recommends directing more attention toward improving all aspects of inquirybased
instruction, with a particular focus on enhancing real-life simulators.
Furthermore, it suggests revising the study syllabus, especially for science-based
subjects, to allocate ample time for effective implementation and practice of inquirybased
instruction. Future research is encouraged to develop a comprehensive research
model that considers the broader concept of pedagogical knowledge across various
teaching approaches. Additionally, future studies should consider larger sample sizes
to further explore the topic.
Description:
A Thesis in the Department of Science Education, Submitted to the School of Graduate Studies, in partial fulfillment of the requirements for the award of degree of Master of philosophy (Science Education) In the University of Education, Winneba
NOVEMBER, 2022