Abstract:
The study aimed to explore the knowledge and practices of inquiry-based teaching
among Junior High School (JHS) Science teachers in the Aowin Municipality. Guided
by constructivism learning theory and the theory of inquiry-based teaching knowledge
and enactment model, a sequential explanatory mixed-method design was employed,
incorporating both quantitative and qualitative data collection. Census was used to
include all 78 JHS science teachers in the survey, while ten teachers were purposively
sampled for interviews and lesson observations. Structured questionnaires, observation
checklists, and semi-structured interviews were used as data collection instruments. The
quantitative data underwent analysis using descriptive statistics, including mean,
standard deviation, and percentages, while the qualitative data underwent thematic
analysis. Key findings were that, JHS science teachers in the Aowin Municipality
possessed a moderate knowledge of inquiry-based learning, influenced by factors such
as limited training, resource constraints, forgotten information, and lack of awareness.
Also, the teachers regularly implemented various inquiry-based instructional but relied
on traditional assessment techniques in their science lessons. Lastly, challenges faced
by JHS science teachers in Aowin Municipality included insufficient resources, the
time constraints, and classroom management difficulties. It was concluded that JHS
science teachers in the Aowin Municipality had a good knowledge of the inquiry-based
teaching and consistently implemented it in their lessons. To address the challenge of
resource constraint, the study recommended that Aowin Municipal Directorate supply
adequate instructional resources to enhance the implementation of inquiry-based
Science Education by JHS science teachers in the Aowin Municipality.
Description:
A thesis in the Department of Basic Education,
School of Education and Life-long Learning,
Submitted to the School of Graduate Studies, in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Basic Education)
in the University of Education, Winneba