RESOURCEFULNESS IN SCIENCE TEACHING AND LEARNING IN THE COLLEGES OF EDUCATION IN GHANA: A SYSTEMATIC LITERATURE REVIEW
DOI:
https://doi.org/10.47672/ajep.982Keywords:
Colleges of education, In-service training, Resourcefulness, Science, Teaching and learning.Abstract
Purpose: The focus of the study was to review existing literature on the resourcefulness of science teaching and learning in the colleges of education in Ghana and to make recommendations to the government of Ghana and the science tutors on the teaching and learning of science in the colleges of education. The study strived to ascertain the right state of resourcefulness in science teaching and learning, nature of preparation given to pre-service science teachers and the kind of in-service training programmes science tutors receive.
Methodology: Systematic literature search approach was adopted in selecting, screening and extraction of important and related documents. These processes included defining the question(s) that the review aimed to answer, establishing inclusion and exclusion criteria, carrying out the search for literature, reviewing the process and evaluating the studies, extracting relevant documents or data and then synthesizing, analyzing and presenting data. The criteria involved identifying journals, articles, policy documents, official reports, training modules, scholarly work from both print and electronic media; identifying goal, scope and focus of the review; presenting outline of procedure for selecting journals; deciding on source selection process; selecting sources; calibration of the content extraction process and picking relevant content materials.
Results: From the analysis of the contents of the various documents gathered, it was revealed that a lot of colleges of education in Ghana have inadequate infrastructure, well-equipped science and ICT laboratories, human resource capacities and material resources that befit their status as tertiary institutions for effective delivery of science lessons by the tutors.
Recommendation: It was recommended that the government of Ghana should adequately resource the colleges of education and the science tutors should take advantage of the Professional Development Sessions to sharpen their knowledge and skills for effective delivery of science concepts to learners.
Downloads
References
Abdul-Mumuni, I. (2005). Teachers’ views about issues in biology education in the Northern Region. Unpublished PGDE project. University of Cape Coast, Cape Coast.
Abungu, H. E., Okere, M. I. O., & Wachanga, S. W. (2014). The effect of science process skills teaching approach on secondary school students’ achievement in chemistry in Nyando District, Kenya. Journal of Educational and Social Research, 4(6), 359-374.
Adeyemo, S. A. (2013). The influence of teachers’ supply and the provision of laboratory facilities on students’ achievement in physics. Journal of Applied Sciences Research, 9(2), 1047-1055.
Adu-Gyamfi, K. (2013). Lack of interest in school science among non-science students at the senior high school level. Problems of Education in the 21st Century, 53, 7-21.
Adu-Gyamfi, K. (2014). Challenges faced by science teachers in the teaching of integrated science in Ghanaian junior high schools. Journal of Science and Mathematics Education, 6(2), 59-80.
Agyei, C. A. (2011). Assessing laboratory skills of biology students in selected senior high schools. Unpublished masters’ thesis, University of Cape Coast, Cape Coast.
Akungu, J. A. (2014). Influence of teaching and learning resources on students' performance in Kenya certificate of secondary education in Embakasi District. Unpublished master's thesis. University of Nairobi, Nairobi, Kenya.
Alami, M. (2016). Causes of poor academic performance among Omani students. International Journal of Social Science Research, 4(1), 1-11.
Alemu, S. K. (2018). The meaning, idea and history of university/higher education in Africa: A brief literature review. Forum for International Research in Education, 4(3), 210- 227.
Al Ghamdi, A.H., & Al-Salouli, M. S. (2013). Saudi Elementary School Science Teachers' Beliefs: Teaching Science in the New Millennium. International Journal of Science & Mathematics Education, 11(2), 501-525.
Alshammari, A. (2013). Curriculum Implementation and Reform: Teachers’ Views about Kuwait’s New Science Curriculum. US-China Education Review, 3(3), 181-186.
Alsharari, S. (2016). The challenges faced by new science teachers in Saudi Arabia. Graduate thesis/dissertations and problem report 5089. West Virginia University. Retrieved on 20-03-21 from https://researchrepository.wvu.edu/etd/5089.
Amakyi, M. & Ampah-Mensah, A. (2014). Reflective practice in teacher education in Ghana. International Journal of Education and Practice, 2(3), 42-50.
Amoah, J. E. M. (2018). Implementation of the senior high school biology curriculum: A study of curriculum intentions and classroom practice in the Central Region of Ghana. Unpublished doctoral thesis, University of Education, Winneba.
Anderman, E. M., Sinatra, G. M., & Gray, D. L. (2012). The challenges of teaching and learning about science in the twenty-first century: Exploring the abilities and constraints of adolescent learners. Studies in Science Education, 48(1), 89-117.
Anthony-Krueger, C. (2007). A study of factors militating against laboratory practical work in biology among Ghanaian senior secondary school students. Journal of Science and Mathematics Education, 3(1), 44-54.
Ampiah, J. G. (2004). An investigation into science practical work in senior secondary schools: attitudes and perceptions. Unpublished doctoral thesis, University of Cape Coast, Cape Coast.
Asare, K. B., & Nti, S. K. (2014). Teacher education in Ghana: A contemporary synopsis and matters arising. SAGE Open, 1-8.
Asare-Danso, S. (2014). Effects of educational policies on teacher education in Ghana: A historical study of the Presbyterian College of Education. International Journal of Humanities and Social Science, 4(6), 57-65.
Awolola, J. B. (2000). Community resource utilization in the teaching of integrated science. A Paper Presented at the National Workshop on Integrated Science, May 15-20.
Awuku, E. (2014). Investigation of the relationship between the gender and school type of SHS chemistry students’ and their laboratory skills. Unpublished masters’ thesis, University of Cape Coast, Cape Coast.
Aydogdu, B. (2015). The investigation of science process skills of science teachers in terms of some variables. Educational Research and Reviews, 10(5), 582-594.
Babalola, F.E., Lambourne, R. J., & Swithenby, S. J. (2019). The real aims that shape the teaching of practical physics in Sub-Saharan Africa. International Journal of Science and Mathematics Education, 7(10), 1-20.
Bawakyillenuo, S., Akoto, I. O., Ahiadeke, C., Aryeetey, E. B. D., & Agbe, E. K. (2013). Tertiary education and industrial development in Ghana. Institute of Statistical, Social and Economic Research (ISSER), University of Ghana, Legon.
Bingab, B. B. B., Forson, J. A., Mmbali, O. S. & Baah-Ennumh, T. Y. (2016). The evolution of University governance in Ghana: Implications for education policy and practice. Asian Social Science, 12(5), 1-14.
Boakye, C. & Ampiah, J. G. (2017). Challenges and solutions: The experiences of newly qualified science teachers. SAGE Open Access Journal, 1-10.
Boateng, B. (2014). The status of senior high school biology teaching in the Ashanti Region: A case study. Unpublished masters’ thesis, University of Cape Coast, Cape Coast.
Bonney, E. A., Amoah, D. F., Micah, S. A., Ahiamenyo, C. & Lemaire, M. B. (2015). The relationship between the quality of teachers and pupils’ academic performance in the STMA junior high schools in the Western Region of Ghana. Journal of Education and Practice, 6(24), 139-150.
Bonney, E. A. (2019). Status of science teaching and learning at the colleges of education in Ghana. Unpublished doctoral dissertation, College of Educational Studies, University of Cape Coast.
Chebii, R. J. (2011). Effects of science process skills mastery learning approach on secondary school students’ achievement and acquisition of selected chemistry practical skills in Koibatek District schools, Kenya. Masters’ thesis submitted to Egerton University, Kenya.
Chiriswa, P. (2002). An investigation into the probable factors responsible for poor performance of mathematics (KCSC) in Vihiga District of Western Kenya. Unpublished master’s thesis. Kenyatta University, Nairobi, Kenya.
Cossa, E. F. R., & Vamusse, A. A. (2015). Effect of an in-service program on biology and chemistry teachers’ perception of the role of laboratory work. Procedia-Social and Behavioural Sciences, 167(2015), 152- 160.
Dah, E. M. (2020). Assessing senior high school biology students’ science process skills. Unpublished masters’ thesis, University of Cape Coast, Cape Coast.
Davidson, C. M. (2010). The Higher Education Sector in the Gulf: History, Pathologies, and progress. Dubai: Gulf Research Center.
Dzidzinyo, A. F. (2011). An investigation into weaknesses exhibited by senior high school biology students during graph work and biological drawings. Unpublished masters’ thesis. University of Cape Coast, Cape Coast.
Effah, P. (2018). Rethinking higher education governance in Ghana: Reflections of a professional administrator. Dakar. CODESRIA. Pp. 1-120.
Eshun, E. (2011). Assessing laboratory skills of elective biology students in selected senior high schools. Unpublished masters’ thesis, University of Cape Coast, Cape Coast.
Ferreras-Femandez, T., Martin-Rodero, A., Garcia-Penavlo, F. J., & Merlo-Vega, J. A. (2016). The systematic review of literature in LIS: An approach. In F. J. Garcia-Penavlo (Ed.), Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’16). Salamanca, Spain, November 2-4, 2016), pp. 291-298. New York, NY, USA. ACM. Doi:10.1145/301243012.301253.
Fisch, C., & Block, J. (2018). Six tips for your (systematic) literature review in business and management research. Management Review Quarterly, 68(2), 103–106. https://doi.org/10.1007/s11301-018-0142-x
Hofstein, A., & Mamlok-Naaman, R. (2007). The laboratory in science education: The state of the art. Chemistry Education Research and Practice, 8(2), 105-107.
Hosgorur, V. (2016). Views of primary school administrators on change in schools and change management practices. Educational Sciences: Theory & Practice, 16(6), 2029-2055.
Idiege, K. J., Nja, C. O., & Ugwu, A. N. (2017). Development of science process skills among Nigerian school science students and pupils: An opinion. International Journal of Chemistry Education, 1(2), 013-021.
Jack, G. V. (2018). Chemistry students’ science process skills acquisition: Influence of gender and class size. Global Research in Higher Education, 1(1), 80-97.
Jones, A., & Moreland, J. (2003). Considering pedagogical content knowledge in the context of research on teaching: An example from technology. Waikato Journal of Education, 9(2003), 77-89.
Kadbey, H., Dickson, M. & McMinn, M. (2015). Primary teachers perceived challenges in teaching science in Abu Dhabi public schools. Procedia-Social and Behavioural Sciences, 186(2015), 749-757.
Kasiyo, C., Denuga, D., & Mukwambo, M. (2017). An investigation an intervention on challenges faced by natural science teachers when conducting practical work in three selected school of Zambesi Region in Namibia. American Scientific Research Journal for Engineering, Technology and Sciences, 34(1), 23-33.
Khatoon, Z., Alam, M. T., Bukhari, M. A. & Mushtaq, M. (2014). In-service teachers’ perception about their competencies in delivery of biology lessons. International Journal of Asian Social Science, 4(7), 820-834.
McMinn, M., Kadbey, H., & Dickson, M. (2015). The impact of beliefs and challenges faced on the reported practice of private school science teachers in Abu Dhabi. Journal of Turkish Science Education, 12(2), 69-79.
McNamara, O., Murray, J., & Phillips, R. (2017). Policy and research evidence in the reform of primary initial teacher education in England. New York: Cambridge Primary Review Trust.
Mereku, D. K. (2019). Sixty years of teacher education in Ghana: Successes, challenges and the way forward. African Journal of Educational Studies in Mathematics and Sciences, 15(2), 69-75.
Mido, M. (2017). How would a teacher among individual differences and from a learner centred approach, teach in a large classroom? Retrieved on 15-09-18 from http://www.academia.edu/5828495/How_would_a_teacher_among_individual_differences_and_from_a_learner_centred_approach teach_a_large_classroom
Ministry of Education (2014). Inspiring science and mathematics in basic schools. Accra, Ghana.
Ministry of Education (2014). Secondary Education Improvement Project (SEIP): Project implementation manual. Accra, Ghana.
Ministry of Education (2015). Theme 1: Creative approaches professional development guide for tutors. Accra: Creative Commons Attribution-ShareAlike 4.0 International.
Ministry of Education (2016). Theme 3: Talk for learning professional development guide for tutors. Accra: Creative Commons Attribution-ShareAlike 4.0 International.
Ministry of Education (2016). Theme 4: Group work professional development guide for tutors. Accra: Creative Commons Attribution-ShareAlike 4.0 International.
Ministry of Education (2016). Theme 5: Teaching and learning materials professional development guide for tutors. Accra: Creative Commons Attribution-ShareAlike 4.0 International.
Ministry of Education (2016). Theme 7: Assessing trainee teacher professional development guide for tutors. Accra: Creative Commons Attribution-ShareAlike 4.0 International.
Ministry of Education (2016). Theme 8: The tutor as a researcher professional development guide for tutors. Accra: Creative Commons Attribution-ShareAlike 4.0 International.
Ministry of Education (2018). Theme 10: Supporting the teaching of the 4Rs and science in basic schools through lesson observation professional development guide for tutors. Accra: Creative Commons Attribution-ShareAlike 4.0 International.
Ministry of Education (2018). Four-year bachelor of education degree supported teaching in schools: school placement handbook. Accra: Creative Commons Attribution-ShareAlike 4.0 International.
Ministry of Education, Youth and Sports (2004). Methods of teaching integrated science. Accra, Ghana.
Miyoba, R. & Banja, M. K. (2018). Teachers’ perceptions regarding the role of practical work in teaching integrated science at junior secondary school level in Zambia. UNESWA Journal of Education, 1(2), 180-197.
Mogaka, M. M. (2019). Availability of school facilities and their influence on students’ academic achievements in public day secondary schools in Kisii County, Kenya. International Journal of Research and Innovation in Social Science (IJRISS), m(viii), 451-455.
Mucai, E. W. (2013). Availability and utilization of educational resources in influencing students’ performance in secondary school in Mbere South County, Kenya. Unpublished masters' thesis. Kenyatta University, Kahawa, Kenya.
Musasia, A. M., Abacha, O. A., & Biyoyo, M. E. (2012). Effect of practical work in physics on girls’ performance, attitude change and skills acquisition in the form two-form three secondary schools’ transition in Kenya. International Journal of Humanities and Social Science, 2(23), 151-166.
Musset, P. (2010). Initial teacher education and training policies in a comparative perspective: Current practices in OECD countries a literature review on potential effects. OECD Education Working Papers, 48, OECD Publishing.
Mutai, B. K. (2006). How to write quality research proposal; A complete and simplified recipe. New Delhi: Thelley Publication.
Mwangu, E. C., & Sibanda, L. (2017). Teaching biology practical lessons in secondary schools: A case study of five Mzilikazi District secondary schools in Bulawayo Metropolitan Province, Zimbabwe. Academic Journal of Interdisciplinary Studies, 6(3), 47-55.
National Accreditation Board (2007). Report on the assessment of teacher training colleges in Ghana conducted between May and June 2007. Accra, Ghana
National Council for Tertiary Education (2013). Harmonised statutes for colleges of education. Accra, Ghana.
National Council for Tertiary Education (2015). Harmonised scheme of service for staff of colleges of education. Accra, Ghana.
Newman, E. K. (2013). The upgrading of teacher training institutions to colleges of education: Issues and prospects. African Journal of Teacher Education. 3(2), 1-13. Retrieved from htpp://wwwjournal.lib.uoguelph-.ca/index.php/
Nkechi, N. A. (2012). Assessment of resources and the level of entrepreneurial skills acquired by secondary school physics students in Anambra State. Awka: Nnamdi Azikiwe
Oginni, A. M., Awobodu, V. Y., Alaka, M. O. & Saibu, S. O. (2013). School factors as correlates of students’ achievement in chemistry. International Journal of Cross-Disciplinary Subjects in Education (IJCDSE), 3(3), 1516-1523.
Ogunmade, T. O. (2005). The status and quality of secondary science teaching and learning in Lagos State, Nigeria. Retrieved 04-07-17 from http://ro.ecu.edu.au/theses/86
Okeke, S. O., & Okoye, N. E. (2013). Effective resource utilization: A better approach to teaching and learning of physics. Academic Journal of Interdisciplinary Studies, 2(6), 2281-4612.
Okori, O. A. & Omenka, J. (2017). Improvisation and utilization of resources in the teaching and learning of science and mathematics in secondary schools in Cross River State. Global Journal of Educational Research, 16, 21-28.
Olagunju, A. M., & Abiona, O. F. (2008). Production and utilization of resources in biology education. A case study of South West Nigerian secondary schools. International Journal of African and African American Studies, 7(2), 49-56.
Oludeyi, O. S., Adekalu, S. O., & Shittu, A. K. (2015). Application of e-devices in teaching and its effectiveness in State Universities in State, Nigeria. African Journal of Education, Science and Technology, 2(2), 126-134.
Ongowo, R. O., & Indoshi, F. C. (2013). Science process skills in the Kenya certificate of secondary education biology practical examinations. Creative Education, 4(11), 713-717.
Opara, J. A. (2015). Resource utilization for teaching basic science in Nigeria: Implications for Curriculum innovation and change, educational quest. An Int. J. of Education and Applied Social Sciences, 6(1), 31-36.
Osamwonyi, E. F. (2016). In-service education of teachers: Overview, problems and the way forward. Journal of Education and Practice, 7(26), 83-87.
Otieno, O. J. (2012). Determinants of students’ poor performance in chemistry in public secondary schools of Kwale County, Kenya. Unpublished research thesis, University of Kenyatta, Kwale County.
Parker, J., Osei-Himah, V., Asare, I., & Ackah, J. K. (2018). Challenges faced by teachers in teaching integrated science in junior high schools in the Aowin Municipality-Ghana. Journal of Education and Practice, 9(12), 65-68.
Rahman, F., Jumani, N. B., Akhter, Y., Chisthi, S. H., & Ajmal, M. (2011). Relationship between training of teachers and effectiveness of teaching. International Journal of Business and Social Science, 2(4), 150-160.
Rauf, R. A. A., Rasul, M. S., Mansor, A. N., Othman, Z. & Lyndon, N. (2013). Inculcation of science process skills in a science classroom. Canadian Center of Science and Education, 9(3), 47-57.
Report of the President’s Committee on Review of Education Reforms in Ghana (2002). Meeting the challenges of education in the twenty-first century. Accra: Adwinsa Publications (Gh) Ltd.
Republic of Ghana (2017). National teachers’ standards for Ghana: Guidelines. Accra, Ghana.
Roessingh, H. & Chambers, W. (2011). Project-based learning and pedagogy in teacher preparation: Staking out the theoretical mid-ground. International Journal of Teaching and Learning in Higher Education, 23(1), 60-71.
Sadhana (2017). Effect of activity-based method on science process skills, academic and attitude of secondary level students. Doctoral thesis submitted to Dayalbagh Educational Institute, Dayalbagh, Agra web.
Said, Z., Friesen, H., & Al-Ezzah, H. (2014). The importance of practical activities in school science: Perspectives of independent school teachers in Qatari schools. Proceedings of EDULEARN 14 Conference 7th-9th July, 2014. Barcelonia, Spain 4847-4856.
Schieb, L. J. & Karabenick, S. A. (2011). Teacher motivation and professional development: A guide to resources, maths and science program, partnership-motivation assessment. University of Michigan, Ann Arbor, MI.
Sellars, M. (2012). Teachers and change: The role of reflective practice. Procedia-Social Sciences, 55(2012), 461-469.
Sengul, S. H., Cetin, G. & Gur, H. (2008). The Primary School Science Teachers’ Problems in Science Teaching. Journal of Turkish Science Education, 5(3), 82-88.
Shah, I. A. (2017). Teaching-learning challenges of higher education in the Gulf of Cooperation Council Countries. Afro-Asian Journal of Social Sciences, VIII(I), 1-18.
The World Bank (2000). Higher education in developing countries: Peril and promise. Washington: Task Force on Higher Education and Society.
UNESCO (2000). Education in situations of emergency and crisis: Challenges for the new century. Geneva: Author.
Downloads
Published
How to Cite
Issue
Section
License
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.
