Development of remedial method for teaching electric circuits in secondary schools

Anamuah-Mensah, Jophus; Otuka, Joe; Mensah, Fiifi

doi:10.4314/ajesms.v1i1.38575

Cited by 5 publications

(4 citation statements)

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“…Finally, agreed that, every individual student teachers' life situation impact on their learning greatly, and 15.6% (5) agreed to this statement whereas 3.1% (1) wasn't sure of it, but 3.1% (3) of the respondents disagreed to the assertion that, the life situation of every student teacher has an impact on their learning. A mean score of 4.50 showed that Tutors strongly agreed to this assertion.…”

Section: Resultsmentioning

confidence: 97%

Science Tutors’ Knowledge of Differentiated Instruction in Colleges of Education in Volta Region, Ghana

Agbeko¹,

Yale²,

Hanson³

2023

J. Res. Appl. Sci. Biotechnol.

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The purpose of the study was to explore science tutors’ knowledge of differentiated instruction in the Colleges of Education in the Volta Region of Ghana. The study employed sequential explanatory design. The participants were 32 science tutors from Colleges of Education in the Volta Region of Ghana, who were purposively selected on the basis of having direct instructional contacts with students all the time and their teaching experiences within and outside colleges. Questionnaire, Rating Scale and Interview were used to collect data. It was found that science tutors have different knowledge on content, learning style, learner interest, learner diversity, process, product and lesson planning. The findings also revealed that majority (80%) of science tutors who did not differentiate instruction in their classrooms have the knowledge of differentiated instruction but their failure to make use of DI was due to scarcity of time, complex nature of DI, high level of workload. The results also revealed that, majority (80%) of the science tutors did not use their assessment feedback to guide their instruction. These science tutors said marking schemes were always given to the students for self-correction. The results from classroom observation showed that these tutors do not teach to meet the diverse needs of learners. Majority of the participants still hold to traditional classroom teaching strategies based on one size-fits-all approach which proved to be ineffective. The study recommended that mentoring universities should organize workshops on the differentiated instructional for tutors and mount course in DI for student teachers.

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Section: Resultsmentioning

confidence: 97%

Science Tutors’ Knowledge of Differentiated Instruction in Colleges of Education in Volta Region, Ghana

Agbeko¹,

Yale²,

Hanson³

2023

J. Res. Appl. Sci. Biotechnol.

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“…The quest to equip qualified educators capable of addressing the nation's educational requirements has prompted various political administrations since the country's independence to introduce teacher education reforms. These reforms have yielded diverse categories of teachers holding different types of certificates (Anamuah-Mensah, 2006). The initial offerings from Teacher Training Colleges (TTC), now recognized as Colleges of Education, were the 2-year Post-Middle Certificate "B" programs.…”

Section: Teacher Education Reforms In Ghanamentioning

confidence: 99%

Challenges of the Supported Teaching in Schools (Sts) Programme: A Case of E.P College of Education Amedzofe.

Bobi,

Mawutor,

Ahiavi

2023

JEP

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Purpose: To identify challenges in the Supported Teaching in School Program at E.P. College of Education Amedzofe, Ghana. Methodology: A case study design was used, involving 329 mentees, 113 mentors, and 41 tutors from the college. Data collection was done through Google Forms and analyzed using the Statistical Package for the Social Sciences. Findings: Key issues included insufficient motivation for tutors and mentors, problematic transportation for mentees to attachment schools, and a lack of adequate teaching resources at these schools. Unique Contribution to theory, policy and practice: The study recommends that the Ministry of Education allocate sufficient resources, including teachers' manuals and logistics, for the program's success. It recommends the college engage with stakeholders and NGOs for better motivation of tutors and mentors. Additionally, coordinating transportation solutions for mentees is suggested. These insights offer practical strategies for enhancing teacher training programs and inform policy decisions in educational settings

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“…To find solutions to the poor performance of students in integrated science at the basic level, Fletcher (2016) and Anamuah-Mensah (2008) advised that teachers with the requisite academic and professional qualifications in science should teach the subject. Suleiman (2011) suggested that to improve students' performance in science at the basic level, higher-order questions should be used to assess the students' scientific understanding.…”

Section: Introductionmentioning

confidence: 99%

Classroom Assessment and Academic Performance in Ghanaian Junior High Schools Integrated Science

Acheampong,

Ameyaw,

Koomson

2024

EAJESS

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The study took place in the Sunyani municipality, the capital of the Bono region of Ghana. The purpose of the study was to investigate public and private junior high school pupils’ perceptions of classroom assessment and academic performance in integrated science. The study employed the descriptive survey research design involving 200 second-year pupils. A questionnaire was used to collect data on their perceptions of classroom assessment while the national BECE examination results for three consecutive years were used to determine pupils’ performance in the subject based on school type. Mean scores, standard deviations and t-test were used to analyze the data. The study concludes that pupils had a positive perception on transparency of assessment, application and their capabilities. However, the pupils had a neutral perception towards congruence with planned learning. Private JHS pupils performed higher than public JHS pupils. To address the pupils’ neutral perceptions of congruence with planned learning, it is recommended that the teachers from the sampled schools be open to the pupils and inform them of the mode of assessment to be taken. Since the private JHS pupils performed better than the public JHS pupils, it is recommended that the district and municipal education directors and circuit supervisors keep close eyes on the work of the public integrated science teachers in the municipality to bridge the gap between the performance of public and private junior high school pupils in integrated science.

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Development of remedial method for teaching electric circuits in secondary schools

Cited by 5 publications

References 0 publications

Science Tutors’ Knowledge of Differentiated Instruction in Colleges of Education in Volta Region, Ghana

Science Tutors’ Knowledge of Differentiated Instruction in Colleges of Education in Volta Region, Ghana

Challenges of the Supported Teaching in Schools (Sts) Programme: A Case of E.P College of Education Amedzofe.

Classroom Assessment and Academic Performance in Ghanaian Junior High Schools Integrated Science

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