Exploring science teachers’ instructional practices across regular, inclusive, and deaf basic schools in Ghana- a multiple case study

Abstract

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.