Evaluation of the chemistry curriculum implementation in Senior High Schools in the Eastern Region of Ghana

Abstract

This study evaluated the classroom implementation of the Senior High School elective chemistry curriculum in the Eastern Region of Ghana. A cross- sectional descriptive survey design was used for the study. The target population comprised all the public Senior High Schools in the Eastern region of Ghana that offered elective chemistry. The accessible population consisted of seventy-one public Senior High Schools out of which 21 schools were selected making up 30% of the accessible population. The schools were selected through purposive sampling from ten districts and municipalities in the Eastern Region. A random sample of 366 students offering General Science in form three were involved in this study. There were 73 chemistry teachers, 21 HODs science and 21 assistant heads for academics in the selected SHSs who were purposively selected to be part of the research. The chemistry teachers and chemistry students chosen have used the curriculum materials extensively in the teaching and learning process not less than two years. The main instruments used for the research were interview, observation and questionnaire and document analysis. The data from questionnaire was analysed quantitatively using SPSS version 22 and the data from interview guide, observation guide and document analysis were analysed qualitatively. The findings revealed that most teachers who were the chemistry curriculum implementers had the required academic and professional qualifications needed to implement the chemistry curriculum. However, there were a few teachers without the required qualifications. The findings showed that there were dedicated laboratories for chemistry practical. However, there were major challenges associated with the adequacy of facilities and chemicals. The lessons observed were typical teachercentred. The focus of the lessons were on the transmission of knowledge from the teacher to the students. The study found that the challenges of chemistry curriculum implementation identified by both teachers and students involved in the study were overloaded chemistry content, large class sizes, inadequate chemistry teachers, inadequate instructional resources, and inadequate practical activities. It was recommended that the SHS institutions should allocate dedicated time slots within the school timetable for practical activities. This would help teachers to engage students in practical activities regularly. There is a need for the government and stakeholders to join hands to build well-equipped laboratories with adequate chemicals and necessary facilities such as water, electricity. It is suggested a study should be conducted to assess how teacher training programmes influence the quality of SHS chemistry curriculum implementation. Also, survey should be conducted to explore the relationship between the implementation of the SHS chemistry curriculum and students' academic achievements in chemistry.