Abstract:
The study investigated senior high school biology teacher’s knowledge and classroom
practices of inquiry-based approach on some selected teachers in the Sekondi Takoradi
Metropolis. The study employed descriptive survey design with qualitative approaches
to collect data. The sample consisted of 10 senior high schools selected using
convenience sampling and 30 senior high school biology teachers selected using simple
random sampling. Instruments used for the study were questionnaire and classroom
observation chart. Questionnaire was used to collect data on teachers’ knowledge on
inquiry approach and difficulties they encounter in the classroom practice of inquirybased
approach. questionnaire was made up of A and B. Section A was made of 8 closed
ended questions aimed at finding out about participants’ background data and the
methods they employ in their teaching and facilities available in participants’ school.
Section B on the other hand consisted of 5-point Likert scale questions ranked on a
scale of 1-5 with1 being strongly disagree and 5 being strongly agree aimed at finding
out participants’ knowledge of inquiry-based approach. The classroom observation
chart originally developed by Lawson, Devito, and Nordland was adopted and slightly
modified for the purpose of this study. The final observation schedule consisted of
sections A and B. Section A consisted of items to collect background information of
the teacher being observed. Section B consisted of items grouped into three categories
to collect information on the contexts used during instruction. The first category
described the materials and activities used during the lesson. The second category
described teachers’ behaviour such as self-confidence, handling classroom
interruptions, and playing the role of an investigator. The fourth category described
teachers’ questioning techniques, teachers’ acceptance of students’ opinion, and the
allocation of time for students’ responses. The Classroom observation chart was used
to collect data on the extent to which teachers utilize their knowledge of inquiry in the
classroom. Data was analysed using simple tables, frequencies, and percentages. The
study established that most teachers agree that inquiry approach is one of the best
methods of teaching biology in the senior high schools. The study also revealed that
most teachers were taught inquiry-based approach to teaching in their teacher training
programme. However, many refuse to implement the inquiry strategy in their classroom
practice due to challenges such as large class size, lack of equipment, too many classes
taught by teachers and some existing school policies. The findings suggest that
implementation of traditional instruction persists in the selected senior high schools,
despite the emphasis of current curricula rationale for all students to be actively engaged
in inquiry investigations.
Description:
A thesis in the Department of Science Education,
Faculty of Science Education, Submitted to the School of
Graduate Studies, in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Science Education)
in the University of Education, Winneba
FEBRUARY, 2023