Senior high school biology teachers’ attitudes, competence level and practices in practical work

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.