Extent of Implementation of Inquiry-based Science Teaching and Learning in Ghanaian Junior High Schools
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Salifu Maigari Mohammed 1 * , Kwaku Darko Amponsah 1, Ernest Ampadu 1, Eliot Kosi Kumassah 1
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1 Department of Teacher Education, School of Education and Leadership, College of Education, University of Ghana, Legon, Accra, GHANA
* Corresponding Author

Abstract

The purpose of this study was to investigate the extent of implementation of inquiry-based science teaching and learning in Ghanaian junior high schools. We sampled 503 students, 18 integrated science teachers, and 23 educational administrators from rural and urban areas of four districts and municipalities in the Central Region of Ghana. We used concurrent triangulation mixed methods design to collect quantitative and qualitative data. Validities, reliabilities, credibility, and dependability of the instruments were adequate. Average item means and standard deviations, frequencies, percentages, ANOVAs, Two-way MANOVA, principal component analysis, and Cronbach alphas were calculated. Thematic analysis was also conducted. We found rare implementation of inquiry-based science teaching and learning in the selected Ghanaian junior high schools. We also found significant interaction of school location and school type on the implementation of inquiry-based science instruction. Specifically, we found that code-switching of English and the local language significantly promoted the implementation of social aspect of inquiry in rural schools. We recommend more reforms in science teaching and learning in Ghanaian junior high schools to be aligned with the features of inquiry. We also recommend that code-switching of English and the local language be actively promoted in schools, especially in rural and public junior high schools.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/9373

EURASIA J Math Sci Tech Ed, 2020 - Volume 16 Issue 12, Article No: em1928

Publication date: 31 Dec 2020

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