Integrated science teachers’ attitude and use of digital resources in private basic schools in the Bia West District

Abstract

The purpose of the study was to investigate Integrated Science teachers’ attitude towards the use of TESSA Science OER in classroom instructions. The study adopted the qualitative approach with case study research design. A sample of six Integrated Science teachers was drawn from Lamplighter Community Academy. Primary data was collected using semi structured interview guide. Data collected was analysed thematically. Results showed that, in general, participants expressed positive attitude toward OER, and benefited from using the resources in multiple ways. In spite of the benefits of OER, participants faced several challenges in using the resources, including the high cost of internet access. Based on the results the study concluded that using TESSA Science OER in Integrated Science teaching and learning improves teachers' pedagogical practice and students' conceptual interpretation of scientific facts. The time and cost of going online to get essential pdfs and other word documents for lesson delivery is quite stressful, especially for instructors who lacked the necessary abilities. The study recommended that Integrated Science teachers at Lamplighter Community Academy Basic school should always use TESSA Science OER in their classroom to enhance meaningful teaching and learning of the subject. The GES of the Bia West District should construct computer laboratories in all Basic schools within the district and equip them with easy access to network.