Extent of integration of practical activities in teaching and learning of chemistry in Ghanaian Senior High Schools

Abstract

The study was designed to investigate the extent of integration of practical activities in teaching and learning of chemistry in senior high schools. The study was situated at Secondi-Takoradi Metropolitan area in the Western Region of Ghana. The study adopted an action research design. The researcher used simple random sampling techniques to select seventy (70) participants: twenty (20) Chemistry teachers and fifty (50) students. The data collection instruments used in the study was questionnaire, pre-test and post-test. Analysis of data was carried out using descriptive statistics, correlation analysis and regression analysis. The findings revealed that demonstration experiment and discussion type of practical activity had F-statistic of 14.86 and its associated significance level was found to be 0.000 indicating a significant linear relationship with the dependent variable which is the post-test. The study found the mean pre-test scores and the standard deviation of participants to be (M = 51.73, SD = 12.304), and that of the mean post-test scores and standard deviation computed were (M = 64.80, SD = 14.742). Also, 8(16%) students revealed that they had a little practical activity, 10(20%) half of the time, 11 (22%) had it most of the time while 21 (42%) had practical activities all the time. Moreover, 5(10%) indicated that no time was allocated to Chemistry lesson by demonstration. However, 9(18%) had it a little of the time, 14(28%) half of the time, 16(32%) had it most of the time and 6(12%) had it all the time. Based on the findings of the study, it was recommended that teaching and learning of chemistry in senior high schools should include more practical work. In order to improve their practices, chemistry teachers must receive rigorous in-service training in practical work management and current research. Teachers' pre-service training should include extensive practice in fundamental and higher-order science process abilities so that new teachers are more confident in their ability to use practical work while teaching chemistry and other science concepts. Furthermore, it was recommended that teachers should also be taught how to utilize hand tools so that they can improvise science equipment for practical work as necessary.