Abstract:
This study investigated the attitudes, competence, and practices of biology teachers
during practical lessons. The study employed a descriptive survey research design.
Stratified random sampling was used to select 80 biology teachers who had taught
elective biology for three years and above at the SHS level in the Eastern Region of
Ghana. Combination of quantitative and qualitative data gathering instruments
consisting of questionnaire, observation checklist, interview and document analysis
were used to collect data for the study. Collecting the data, there was an uncertainty of
whether what respondents answer actually reflects their fundamental attitudes,
competence and their practices. In order to address this, triangulation was used.
Findings of the pilot test revealed that the Cornbach Alpha value of the questionnaire
instrument was between 0.626 and 0.703 indicating a high level of reliability. The
data analysis involved the use of multiple statistical procedures: simple percentages,
means, standard deviation and independent sample 2-tailed t-test of significance. The
results indicated that there is a perfect relationship between biology teacher
competence, attitude and their practices during practical lesson (r=1). The results also
showed that 83% of the respondents are not competent in making botanical garden
which is a curriculum requirement. The study recommended that in order to boost
biology teachers’ attitude towards practical work there must be regular in-service
training for all biology teacher. Also biology teachers as much as possible should
make botanical garden in their various schools to enhance teaching and learning of
biology.
Description:
THESIS IN THE DEPARTMENT OF SCIENCE EDUCATION, FACULTY
OF SCIENCE EDUCATION, SUBMITTED TO THE SCHOOL OF
GRADUATE STUDIES, UNIVERSITY OF EDUCATION, WINNEBA IN
PARTIAL FULFILMENT OF THE REQUIREMENTS FOR AWARD OF
MASTER OF PHILOSOPHY (SCIENCE EDUCATION) DEGREE.
2015
