Biology teachers’ attitudes towards teaching science process skills in selected SHS in Atebubu-Amantin and Pru districts

Abstract

This study sought to assess the attitudes of biology teachers towards the teaching of practical work and science process skills. It specifically investigated how science process skills were taught in 5 Senior High Schools in the Pru and Atebubu-Amantin Districts of the Brong Ahafo Region. It also sought to find out the attitude of biology teachers towards practical work and the factors that influence these attitudes. A mixed method approach was adopted for this study. The data collection instruments employed for the study were interview guide, observation scale and attitude scale. In all, ten biology teachers in the Pru and Atebubu -Amantin districts participated in the study. The findings of the study revealed that biology teachers do not entirely teach the science process skills of observing and comparing, questioning, predicting, conducting investigations, recording results and evaluating and communicating findings although many of them had knowledge of these process skills. The attitude of biology teachers was such that despite their conviction that science process skills are important aspects of biology lessons, they still adopted the conventional method of teaching instead of the enquiry based approach. The attitude of teachers was found to be influenced by the teachers’ understanding of science process skills and the resources available to teach practical work and process skills. Teachers’ attitude was also influenced by learner attitude and the school environment. The study concluded that biology teachers are apathetic towards the teaching of process skills in spite of the relevance of practical work. Meanwhile, this attitude of teachers is influenced by intrinsic and extrinsic factors that need to be addressed to improve their attitude towards process skills.