Abstract:
The study aimed to explore Biology Teachers’ Knowledge, Attitude and use of
laboratory practices of learner-centered teaching techniques in Jirapa Municipality.
The survey design was adopted for the study. Four SHSs in the municipality with a
sample population of 37 biology teachers were purposively sampled for the study.
Questionnaires were the main instrument adopted for data collection. Descriptive
statistic was used to analyze the data. Observations were made during practical
lessons conducted by a biology teacher from St. Francis Girls’ SHS and another
from Ullo SHS. Descriptive statistics were used to analyse the data. The study
revealed that teachers carried out practical lessons for students and gave clear
explanation before students performed practical work. The knowledge level of
Biology teachers in organising practical work was high, which moderately
influenced their attitudes toward practical work. It is recommended that Senior High
School Biology teachers in the Jirapa Municipality should make botanical gardens
in their schools and should organise field trips to enhance teaching and learning.
Again, Senior High School Biology teachers in the Jirapa Municipality should make
students perform practical work in groups and then individual, train students to
perform practical work within stipulated time, mark student’s practical work and
provide immediate feedback. This will make students do their corrections and
perform better in Biology practical examinations. Notwithstanding, Ministry of
Education, Jirapa Municipal Education office should launch science education
project in the study area which focuses on school laboratory establishment and
facility fulfilling as well as enhancing knowledge and skills of biology teachers.
Lastly, a great awareness on the importance of biology science education has to be
given to female students by role model professionals, educational structural
organizations and science teachers
Description:
A Dissertation in the Department of Biology Education,
Faculty of Sciences Education, Submitted to the School of
Graduate Studies in Partial fulfilment
of the Requirements for the Award of the Degree of
Master of Education
(Biology)
in the University of Education, Winneba
