Public and private junior high school integrated science teachers’ curriculum knowledge, classroom instructional and assessment practices in the Effutu municipality

Abstract

The study sought to explore Integrated science teachers‟ curriculum knowledge, classroom instructions and assessment practices in the Effutu Municipality. A mixed method sequential explanatory research design was used for the study. Data were collected by administering integrated science teachers‟ curriculum knowledge (ISTCK) questionnaire and assessment practices questionnaire to 76 teachers in both Public and Private schools in the Effutu Municipality. Out of 76, 75 participants completed and submitted their questionnaire making a return rate of 98.6%, Quantitative data were analysed using descriptive statistics, and Pearson Product- Moment Correlation functions of the Statistical Product for Service Solutions (SPSS) version 22. In the qualitative phase of the study, inquiry-based observational guide and semi-structured interview guide were used to explore in-depth information on integrated science teacher‟s curriculum knowledge, classroom practices. Some key findings that emerged from the study were: Majority of the teachers‟ had weak science background knowledge. Also, the Ghanaian JHS science teachers‟ curriculum content knowledge was weak. It was also found that only professional qualification had a slight positive correlation with integrated science teachers‟ content knowledge of the integrated science curriculum. The results further indicated that majority of integrated science teachers generally adopted child-centred teaching practices at the introduction and evaluation stage of the lesson. The findings put the need of assigning teachers who have adequate science content knowledge to handle integrated science in Ghanaian Junior high school. It was recommended that in-service programmes, workshops, seminars and short courses should be organized for teachers by the Municipal Directorate of Education on the integrated science curriculum and SBA to improve teachers‟ knowledge of the integrated science curriculum and their skills in assessment practices.