http://41.74.91.244:8080/handle/123456789/684 2026-07-06T08:11:33Z http://41.74.91.244:8080/handle/123456789/5296 Effects of unplugged computational thinking activities in Mathematics on pre-service teachers’ computational thinking skills Kwadzo, S.E. Developing higher-order thinking skills among pre-service teachers is essential for preparing them to promote problem-solving, logical reasoning, and analytical thinking in mathematics classrooms. However, the integration of Computational Thinking (CT) in teacher education programmes remains limited, creating a need for effective instructional approaches that can enhance these competencies. This study examined the effects of Unplugged Computational Thinking Activities in Mathematics (UCTAM) on pre-service teachers’ CT skills. The study employed a mixed-methods approach using an explanatory sequential design. A total of 87 pre-service teachers participated in the study, comprising 44 in the experimental group from E.P. College of Education, Amedzofe, and 43 in the control group from Peki College of Education. Data were collected through CT skills tests, observation guides, questionnaires, and focus group discussions. Quantitative data were analysed using descriptive statistics and independent samples t-tests, while qualitative data were analysed through inductive thematic analysis. The findings revealed that before the intervention, most pre-service teachers demonstrated emerging or developing levels of CT skills, with none attaining the proficient level. Pre-service teachers exhibited weak skills in decomposition, abstraction, and algorithmic thinking when engaging in unplugged CT mathematics tasks. Post-intervention results indicated a statistically significant difference between the experimental and control groups, suggesting that the UCTAM approach had a positive effect on pre-service teachers’ CT skills. The findings further showed that the use of UCTAM enhanced conceptual understanding in mathematics, strengthened critical thinking, and improved problem-solving abilities. In addition, pre-service teachers reported increased confidence and positive attitudes towards learning mathematics. The study concludes that integrating unplugged computational thinking activities into mathematics instruction can effectively support the development of computational thinking skills among pre-service teachers and improve their engagement with mathematical problem solving. A thesis submitted to the school of graduate studies in partial fulfilment of the requirement for the award of the degree of Doctor of Philosophy (Mathematics Education) Department of Mathematics Education Faculty of Science Education AUGUST, 2025 2025-08-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5262 Using interactive multimedia instructional approaches to improve academic performance of pre-service science teachers in some selected biology concepts Arthur-Baidoo, F. This study assessed the effect of Interactive Multimedia Instructional Approaches (IMIA) on the learning outcomes of some biology concepts among pre-service science teachers at Wiawso College of Education in Ghana. The study employed an action research design with a convergent parallel mixed-method approach. Data was collected quantitatively and qualitatively and were analyzed using IBM SPSS version 27.0. The instruments used in the study were tests, questionnaires, and interviews. A total of 76 participants were involved, with a small subset (10 pre-service science teachers) selected for interviews. Purposive and convenience sampling techniques were used to select the participants for the study. The study revealed that the majority of respondents agreed they found it difficult to understand the different parts of cell and their functions, with a mean score of 4.75 and a standard deviation of 0.82. They also agreed that visualizing the three-dimensional structure of a cell was challenging, with the same mean value and standard deviation. Furthermore, most respondents indicated that technical difficulties hinder instruction, with a mean score of 4.28 and a standard deviation of 0.99. Finding appropriate multimedia instructional approaches that align with the curriculum was perceived as even more difficult, reflected by a mean score of 4.410 (standard deviation = 0.84). Limited access to technology and multimedia instructional approaches was another common concern, with a mean score of 4.21 (standard deviation = 0.83). The results, again, showed that a significant number of pre-service science teachers believed that integrating multimedia approaches effectively required additional time and effort, as indicated by a mean score of 3.880(standard deviation = 1.30). Moreover, the study found that the pre-service science teachers’ performance in the selected biology concepts improved significantly after being exposed to the IMIA interventions, with the average pre-test score increasing from 36.62 to an average post-test score of 71.89. Based on these results, the study recommends that Wiawso College of Education biology lecturers adopt and utilize the Interactive Multimedia Instructional Approach, to better support pre-service science teachers in learning abstract biology concepts like cell structure, cell division, and Mendelian genetics at the college level. A thesis submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Doctor of Philosophy (Science Education) Department of Integrated Science Education Faculty of Science Education JULY, 2025 2025-07-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5221 Comparative effect of collaborative peer and video-based microteaching models on selected female preservice teachers’ science teaching efficacy Awortwe, L. microteaching models in enhancing the science teaching efficacy of selected Ghanaian female preservice teachers. A comparative research design with purposive (criterion-based) sampling was used to select two intact classes comprising fifty-six (56) second-year Early Grade preservice teachers from the Presbyterian Women’s College of Education, Aburi. Participants were assigned to two treatment groups: collaborative peer microteaching and video-based microteaching, with twenty-eight (28) participants in each group. Over a period of six weeks, participants engaged in their respective microteaching sessions. Data was collected using the Science Teaching Efficacy Beliefs Instrument (STEBI-B), the Perception of the Collaborative Peer Microteaching Model (PCPM) questionnaire, and a focus group interview. The STEBI-B was administered as a pre-intervention and post-intervention assessment to measure science teaching efficacy before and after the interventions. Paired-sample ttests showed significant improvements in STEBI-B scores for both the collaborative peer group (t(27) = −3.167, p = 0.004 < .05) and the video-based group (t(27) = −7.906, p = 0.000 < .05), with the larger t-value indicating that the video-based microteaching model was comparatively more effective. An analysis of covariance (ANCOVA) further confirmed that when the collaborative peer and video-based microteaching groups’ pre-intervention STEBI-B assessments are controlled, the video-based microteaching was comparatively more effective in enhancing female preservice teachers’ levels of science teaching efficacy. A two-way ANCOVA also revealed that age, prior teaching experiences, and their interaction had no statistically significant effect on participants’ STEBI-B scores. Additionally, responses from the PCPM questionnaire and focus group interviews indicated that participants generally perceived both microteaching models as effective in enhancing their science teaching efficacy. A thesis submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Doctor of Philosophy (Science Education) Department of Science Education Faculty of Science Education AUGUST, 2025 2025-08-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5138 Exploring science teachers’ instructional practices across regular, inclusive, and deaf basic schools in Ghana- a multiple case study Osei, J.K. Science education remains central to Ghana’s national development agenda, yet concerns persist regarding how effectively science is taught at the basic school level, particularly within diverse learning environments. Despite curriculum reforms and inclusive education policies, disparities in instructional practices are evident across regular, inclusive, and special schools for the deaf. Limited empirical research has systematically examined how science teachers in these varied contexts plan, deliver, and assess instruction, and how their practices respond to the unique needs of learners. This study therefore set out to explore the instructional practices of science teachers in a regular basic school, an inclusive basic school, and a school for the deaf in Ghana, with a view to identifying strengths, challenges, and context-specific implications for improving science education. A phenomenological research design was adopted to understand and describe the lived experiences of individuals. Semistructured interviews and observations were used for data collection. The sample comprised 30 individuals, including teachers and interpreters from the targeted schools, with data saturation guided by the richness and quality of the data collected. The findings revealed that science teachers possessed varying academic qualifications, from Diplomas to Master's Degrees, influencing their preparedness for teaching. Teachers emphasized the importance of planning, delivery, and assessment in their instructional practices. Regular schools primarily used lecture-based teaching, inclusive schools adapted methods to diverse learning needs, and deaf schools relied on visual aids and sign language. Teachers in inclusive classrooms employed multimodal approaches, individualized instructions, and technology integration, despite challenges like time constraints and resource limitations. There was a significant discrepancy between reported and actual usage of assistive technologies, with barriers like cost and maintenance limiting their effectiveness. Capacity-enhancing activities, including INSET workshops, were crucial but required more specialized training and regular refresher courses. The study recommends that educational authorities and school administrators should collaborate to provide ongoing professional development specifically tailored to the unique demands of inclusive and deaf education. The Ministry of Education and the Ghana Education Service should develop frameworks and support systems that encourage and facilitate further individualization of instruction. This includes organizing professional development workshops focused on advanced differentiated instruction techniques and creating resources to help teachers effectively tailor their teaching strategies to meet individual student needs. 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 Doctor of Philosophy (Science Education) in the University of Education, Winneba SEPTEMBER, 2024 2024-09-01T00:00:00Z