Senior High School biology teacher’s knowledge and classroom practices of inquiry based approach a study of selected teachers

Abstract

The study investigated senior high school biology teacher’s knowledge and classroom practices of inquiry-based approach on some selected teachers in the Sekondi Takoradi Metropolis. The study employed descriptive survey design with qualitative approaches to collect data. The sample consisted of 10 senior high schools selected using convenience sampling and 30 senior high school biology teachers selected using simple random sampling. Instruments used for the study were questionnaire and classroom observation chart. Questionnaire was used to collect data on teachers’ knowledge on inquiry approach and difficulties they encounter in the classroom practice of inquirybased approach. questionnaire was made up of A and B. Section A was made of 8 closed ended questions aimed at finding out about participants’ background data and the methods they employ in their teaching and facilities available in participants’ school. Section B on the other hand consisted of 5-point Likert scale questions ranked on a scale of 1-5 with1 being strongly disagree and 5 being strongly agree aimed at finding out participants’ knowledge of inquiry-based approach. The classroom observation chart originally developed by Lawson, Devito, and Nordland was adopted and slightly modified for the purpose of this study. The final observation schedule consisted of sections A and B. Section A consisted of items to collect background information of the teacher being observed. Section B consisted of items grouped into three categories to collect information on the contexts used during instruction. The first category described the materials and activities used during the lesson. The second category described teachers’ behaviour such as self-confidence, handling classroom interruptions, and playing the role of an investigator. The fourth category described teachers’ questioning techniques, teachers’ acceptance of students’ opinion, and the allocation of time for students’ responses. The Classroom observation chart was used to collect data on the extent to which teachers utilize their knowledge of inquiry in the classroom. Data was analysed using simple tables, frequencies, and percentages. The study established that most teachers agree that inquiry approach is one of the best methods of teaching biology in the senior high schools. The study also revealed that most teachers were taught inquiry-based approach to teaching in their teacher training programme. However, many refuse to implement the inquiry strategy in their classroom practice due to challenges such as large class size, lack of equipment, too many classes taught by teachers and some existing school policies. The findings suggest that implementation of traditional instruction persists in the selected senior high schools, despite the emphasis of current curricula rationale for all students to be actively engaged in inquiry investigations.