General science teachers’ perceptions, instructional practices, and challenges in implementing the Common Core Programme (CCP) curriculum in selected districts of the Volta Region, Ghana

Abstract

This study examined General Science teachers’ perceptions of the Common Core Programme (CCP) curriculum and the instructional practices used in its implementation in Senior High Schools within five districts of the Volta Region of Ghana. It also analysed the relationship between teachers’ years of teaching experience and their perceptions and instructional practices, as well as the challenges influencing effective implementation of the CCP General Science curriculum. A concurrent triangulation mixed-methods design was adopted. A census sampling technique was used to select all 104 General Science teachers teaching Form One in public Senior High Schools within the selected districts. Quantitative data were collected using a structured questionnaire and analysed with descriptive statistics Spearman’s rank-order correlation. Qualitative data were obtained through semi-structured interviews with ten teachers, two from each district, and classroom observations conducted in five schools, one per district. These qualitative data were analysed thematically. The findings revealed that teachers generally held positive perceptions of the CCP curriculum and demonstrated strong understanding of its competency-based objectives. Instructional practices showed moderate to high alignment with learner-centred approaches, particularly inquiry-based activities and the use of real-life contexts. However, continuous assessment and ICT-supported instruction were implemented less consistently across schools. Correlation analysis showed weak but statistically significant relationships between teachers’ years of teaching experience and both their perceptions and instructional practices, indicating that teaching experience contributes modestly to curriculum engagement but does not strongly determine classroom implementation. Major challenges identified included inadequate teaching and learning resources, large class sizes, curriculum overload, limited time for practical activities, and insufficient CCP-specific professional development. The study concludes that although teachers demonstrate positive perceptions of the CCP curriculum, structural and systemic constraints continue to limit effective classroom implementation. Addressing resource gaps, strengthening continuous professional development, and reducing class size pressures are essential for achieving the intended outcomes of the CCP General Science curriculum.