Abstract:
The study was designed to investigate the extent of integration of practical activities
in teaching and learning of chemistry in senior high schools. The study was situated at
Secondi-Takoradi Metropolitan area in the Western Region of Ghana. The study
adopted an action research design. The researcher used simple random sampling
techniques to select seventy (70) participants: twenty (20) Chemistry teachers and
fifty (50) students. The data collection instruments used in the study was
questionnaire, pre-test and post-test. Analysis of data was carried out using
descriptive statistics, correlation analysis and regression analysis. The findings
revealed that demonstration experiment and discussion type of practical activity had
F-statistic of 14.86 and its associated significance level was found to be 0.000
indicating a significant linear relationship with the dependent variable which is the
post-test. The study found the mean pre-test scores and the standard deviation of
participants to be (M = 51.73, SD = 12.304), and that of the mean post-test scores and
standard deviation computed were (M = 64.80, SD = 14.742). Also, 8(16%) students
revealed that they had a little practical activity, 10(20%) half of the time, 11 (22%)
had it most of the time while 21 (42%) had practical activities all the time. Moreover,
5(10%) indicated that no time was allocated to Chemistry lesson by demonstration.
However, 9(18%) had it a little of the time, 14(28%) half of the time, 16(32%) had it
most of the time and 6(12%) had it all the time. Based on the findings of the study, it
was recommended that teaching and learning of chemistry in senior high schools
should include more practical work. In order to improve their practices, chemistry
teachers must receive rigorous in-service training in practical work management and
current research. Teachers' pre-service training should include extensive practice in
fundamental and higher-order science process abilities so that new teachers are more
confident in their ability to use practical work while teaching chemistry and other
science concepts. Furthermore, it was recommended that teachers should also be
taught how to utilize hand tools so that they can improvise science equipment for
practical work as necessary.
Description:
A thesis in the Department of Chemistry Education,
Faculty of Science Education, submitted to the School of
Graduate Studies in partial fulfillment of the
requirements for the award of the degree of
Master of Philosophy
(Chemistry Education)
in the University of Education, Winneba
DECEMBER, 2021