Using activity-based instruction to impart College of Education trainees’ attitude towards the study of science.

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 v develop in today's students the knowledge, reasoning, and problem-solving skills required for the rapidly changing and technology based society (Plourde, 2002).