Abstract:
The study sought to explore Integrated science teachers‟ curriculum knowledge,
classroom instructions and assessment practices in the Effutu Municipality. A mixed
method sequential explanatory research design was used for the study. Data were
collected by administering integrated science teachers‟ curriculum knowledge
(ISTCK) questionnaire and assessment practices questionnaire to 76 teachers in both
Public and Private schools in the Effutu Municipality. Out of 76, 75 participants
completed and submitted their questionnaire making a return rate of 98.6%,
Quantitative data were analysed using descriptive statistics, and Pearson Product-
Moment Correlation functions of the Statistical Product for Service Solutions (SPSS)
version 22. In the qualitative phase of the study, inquiry-based observational guide
and semi-structured interview guide were used to explore in-depth information on
integrated science teacher‟s curriculum knowledge, classroom practices. Some key
findings that emerged from the study were: Majority of the teachers‟ had weak
science background knowledge. Also, the Ghanaian JHS science teachers‟ curriculum
content knowledge was weak. It was also found that only professional qualification
had a slight positive correlation with integrated science teachers‟ content knowledge
of the integrated science curriculum. The results further indicated that majority of
integrated science teachers generally adopted child-centred teaching practices at the
introduction and evaluation stage of the lesson. The findings put the need of assigning
teachers who have adequate science content knowledge to handle integrated science
in Ghanaian Junior high school. It was recommended that in-service programmes,
workshops, seminars and short courses should be organized for teachers by the
Municipal Directorate of Education on the integrated science curriculum and SBA to
improve teachers‟ knowledge of the integrated science curriculum and their skills in
assessment practices.
Description:
A thesis in the department of Basic Education, Faculty of Educational
Studies, submitted to the School of
Graduate Studies, in partial fulfillment
of the requirements for the award of the degree of
Master of Philosophy
(Basic Education)
in the University of Education, Winneba
SEPTEMBER, 2019