Abstract:
The study investigated the attitude of teacher trainees towards the study of science in
the Colleges of Education. The study sought to look at students‟ attitude from four (4)
significant perspectives namely; interest to do science, motivation to do science, level
of students‟ involvement in science lessons and the type of interpersonal relationship
between science teachers and students. The study also considered the effect of
practical activities on students‟ performance as well as teachers‟ pedagogical
strategies and students‟ attitude towards science as other issues worth investigating. In
all fifty (50) students each from three Colleges was selected using stratified and
purposive sampling techniques. The techniques helped to gather data on a large and
diverse group of trainees. A twenty nine (29)-item questionnaire on a five (5) likert scale for students was used to collect data on students‟ attitude towards science. An
instructional intervention activity was also carried out. The information gathered was
analyzed under the four (4) main perspectives of attitude and under the two related
issues considered using descriptive statistics. The study showed that students‟ attitude
towards the study of science was not encouraging, per the perspectives considered.
Some of the students were of the view that instructional method has no influence on
students‟ attitude to study science whilst most of them were in the affirmative. There
was also an indication that science teachers‟ instructional methods did not suit
students learning style and as such influenced their disinterest in science, hence their
poor attitude towards the subject. It is recommended that science teachers, especially
those in the colleges of education, adopted Activity-based instructional approach in
the teaching and learning of science. Again, stakeholders in education in the country
are requested to periodically organize in-service training courses to improve teachers‟
self-esteem, self-confidence and self-efficacy. Arguments supporting the need for
better science education in elementary schools have been based on the desire to
University of Education, Winneba http://ir.uew.edu.gh
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develop in today's students the knowledge, reasoning, and problem-solving skills
required for the rapidly changing and technology based society (Plourde, 2002).
Description:
DISSERTATION SUBMITTED 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
THE AWARD OF MASTER OF EDUACTION (Science Education) DEGREE
SEPTEMBER 2014