Abstract:
This study evaluated the classroom implantation process of the elective chemistry
programme at selected science and mathematics colleges of education in the Volta Region
of Ghana. The target population was the science students and their tutors at the 15
designated science and mathematics colleges of education in Ghana. The accessible
population consisted of second year elective chemistry students and their chemistry
teachers at the two designated science and mathematics colleges of education in the Volta
Region. Purposive sampling technique was used to select 123 chemistry students and 5
chemistry teachers for the study. A combination of qualitative and quantitative data
collecting instruments including questionnaire, interviews, observation schedules, and
document analysis were used in the study. The data analysis involved the use of multiple
statistical procedures which included simple percentages, means, standard deviations and
independent sample 2-tailed t-test of significance. The data analysis results indicated that
majority (60%) of the chemistry teachers were qualified chemistry teachers. The rest 40%
University of Education, Winneba http://ir.uew.edu.gh
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were qualified laboratory technicians. The results also showed that the colleges lacked
adequate material resources which are essential pre-requisites for effective chemistry
programme implementations. It was found out that the duration allocated to the study of
chemistry was not sufficient. Teachers were also found to have employed implementation
strategies which did not lead to the achievement of the programme objectives. It was
recommended that government should supply enough materials to these colleges to ensure
proper organisation of practical lessons in chemistry. Periodic in-service training
programmes should also be organised for the teachers of college chemistry. Finally,
adequate time should be allocated to the chemistry programme implementation processes.
Description:
A Thesis in the Department of Science Education, Faculty of Science
Education, submitted to the School of Graduate Studies, University of Education,
Winneba in partial fulfillment of the requirements for award of the Master of
Philosophy degree in Science Education (Chemistry)
AUGUST, 2014