Abstract:
The study examined science tutors‘ knowledge and use of the pedagogies in the new
B.Ed. Curriculum for Colleges of Education in Ghana, with particular reference to
Science Colleges of Education in Northern Region. This was done to determine
science tutors‘ knowledge level of the recommended pedagogies, the extent to which
they use the recommended pedagogies, and factors that affect their use of the
recommended pedagogies in the new B.Ed. Curriculum in their classrooms. The case
study design was adopted for study where quantitative and qualitative data collection
instruments such as questionnaires, interview and observation were used to collect
data for analysis. The purposive and convenient sampling techniques were used. A
sample of 25 participants made of 23 males and 2 females was used for the study. The
SPSS and the Microsoft Excel 2007 were the statistical packages used to analyse the
data for the study. The data was also analysed using descriptive statistics and
percentages. The study revealed that, the tutors‘ knowledge on the recommended
pedagogies in the new B.Ed. Curriculum was adequate. The tutors were also able to
use recommended pedagogies in the new B.Ed. Curriculum to a moderate extent in
science teaching at the E. P. College of Education, Bimbilla and Tamale College of
Education. Besides motivation, inadequate teaching resources such as projectors,
laboratory equipment, regents, furniture and space were identified as key factors that
affect science tutors use of the recommended pedagogies. It was recommended that
the appraisal instruments for science tutors by the Quality Assurance Units of the
Colleges of Education should include extensive information on the usage of the
recommended pedagogies by tutors. It was also recommended to the College
Management/leadership to ensure that critical resources are provided adequately and
on time to enhance the science tutors‘ effective use of the recommended pedagogies.
Also, the assessment strategies used by the Colleges of Education, especially the end
of semester examination, should be aligned with the recommended pedagogies that
tutors use in their classroom teaching. In order to motivate science tutors to commit
themselves more to the use of the recommended pedagogies in the classroom, it was
recommended that, innovative strategies such as awarding tutors who use pedagogies
in the new B.Ed. Curriculum frequently and effectively be set up in the Colleges
Description:
A thesis in the Department of Science Education,
Faculty of Science Education, submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of the Degree of
Master of Philosophy
(Science Education)
in the University of Education, Winneba
