Abstract:
This study aimed at evaluating the implementation of senior high school biology
curriculum in South-Dayi District of Volta Region. The study adopted descriptive
survey design using Stufflebeam‟s CIPP model which involved the evaluation of the
Context, Input, Process and the Product aspects of the Programme and Stake‟s
countenance Antecedent Transaction Outcome model. Samples of 10 third year
biology teachers were purposively selected from four public secondary schools in
South-Dayi District of Volta Region for the study. Four research questions were
raised and answered in the study. The instruments developed and deployed for
collecting data were: Teachers Questionnaires and observation guidelines on Teacher
effectiveness in Classroom Teaching and observation guidelines on physical facilities
and resources available in the studied schools that would aid in the implementation of
biology curriculum. Frequency count, percentage, mean and standard deviation were
the statistics used to analyse the data collected. The study revealed that all the
teachers were academically and professionally qualified and experienced to teach
biology in the studied schools. The biology teachers were not utilizing the available
instructional materials for teaching biology. The common evaluation techniques used
by teachers in assessing their students were quizzes and assignments. The teachers
were not complying with the recommended teaching methods suggested for use in the
biology curriculum. Inadequate laboratory facilities and inadequate number of trained
biology teachers were the problems militating against the implementation of the
senior high school biology curriculum. In conclusion, the biology curriculum was not
well implemented in the study schools. The study recommended, among other things,
that government through Ghana Education Service should provide and extend more
laboratories, equipment and facilities for science teaching to secondary schools in the
District and get more involved in teacher professional development programmes
either directly or in partnership with other stakeholders.
Description:
A thesis in the Department of Science Education,
Faculty of Science Education, submitted to the School of
Graduate Studies, in partial fulfillment of the
requirement for the award of the degree of
Master of Philosophy
(Science Education)
in the University of Education, Winneba