scholarly journals Assessing Biology Practical Lessons in Some Selected Colleges of Education in Ashanti Region of Ghana

2018 ◽  
Vol 6 (12) ◽  
Author(s):  
Sampson Adjei Kankam ◽  
Augustine Adjei ◽  
William Asante Nnuro ◽  
Irene Nkansah ◽  
Akua Agyekum Anorkyewaa
Keyword(s):  
Teaching And Learning ◽  
Effective Means ◽  
Theoretical Work ◽  
School Science ◽  
Practical Work ◽  
Sample Population ◽  
Colleges Of Education ◽  
Ashanti Region ◽  
Education In Ghana ◽  
Main Instrument

The study investigated how biology practical lessons are conducted in some selected Colleges of Education in Ashanti Region of Ghana. The sample population was made up of 60 students and 12 biology tutors from six selected Colleges of Education. The main instrument used for the study was questionnaire. Data collected were analyzed using frequency counts and percentages. The research findings showed that both tutors and students from the selected science colleges considered practical lessons as one of the effective means of teaching and learning biology. It also came out that, the tutors' pre-activities and teaching strategies in selected science and non-science colleges of education were not different. Again, students from the science colleges tend to have a greater advantage over their counterparts from the non-science colleges, because they were exposed to some other additional strategies.Background to the Study The upgrading of the teacher education certificate programme to diploma advocated the conventional approach to science practical activities and suggested that science practical work should be laboratory based. To achieve this goal, all Colleges of Education had to be provided with laboratories well-resourced with adequate equipment and apparatus. Unfortunately, however, a close observation made about some Colleges of Education in Ghana, revealed that they do not have standard laboratory stocked with adequate equipment and apparatus. Even those having standard laboratories for science teaching, such laboratories were ill-equipped. Other series of observations made about some Colleges of Education also showed that the approach currently being used to teach biology is most often based on classroom work which is intended only to meet examination requirements. Meanwhile, practical work is known to be an essential component of studying the natural environment. It is often defined as a typical laboratory work where students encounter ideas and principles at first hand. The “hand-on approach has the potential to stimulate students’ interest in the subject matter, teach laboratory skills, enhance the acquisition of knowledge, and give insight into scientific attitudes and objectives. Practical work, according to Beatty and Woolnough (1982) is usually done in school science for several reasons. Some of these reasons are to make phenomena more real through experience and to develop certain critical and disciplined attitude. It is also done to develop specific manipulative skills and to elucidate theoretical work as an aid to comprehension (Beatty & Woolnough, 1982). All these benefits are lost if biology lessons follow literary approaches only. Though practical lessons are to be used by tutors to help their students to achieve better results in biology, it was sad to find that in most of the colleges, the biology laboratories were used for theory lessons but not practical lessons. This is because the laboratories were ill-equipped with materials and equipment necessary for practical lessons (Serwaa, 2007). Although, some studies have been conducted in the past years to investigate the issue in the study area, still there seemed to be a growing concern about the deficiency in biology practical lessons in some Colleges of Education. It is for these reasons that this study investigates and compares how biology practical activities are done in some selected Colleges of Education in Ashanti region.  

scholarly journals Understanding of Chemicai Formulae And Nomenclature Of Inorganic Compounds Using Improvised Conceptual Models Among Teacher-Trainees In Offinso And Atebubu Colleges Of Education In Ghana

2018 ◽  
Vol 6 (10) ◽  
Author(s):  
Bilatam Peter Mayeem ◽  
Anna M. Naah ◽  
Augustine Adjei
Keyword(s):  
Teaching And Learning ◽  
Conceptual Models ◽  
Inorganic Compounds ◽  
Control Group ◽  
Colleges Of Education ◽  
Teacher Trainees ◽  
Cognitive Capability ◽  
Education In Ghana ◽  
Level Of Significance ◽  
And Control

The study aimed at enhancing the understanding of SHS students in chemical formulae and nomenclature using locally constructed conceptual models. It was carried out in Offinso and Atebubu Colleges of Education. The research instrument used was pretest and protest on an experimental and control group with 200 students as sample size. Developmental research design with cluster and purposive sampling techniques were employed. Five research questions were formulated out of which four were modified into null hypothesis and was tested using 2-tailed t-test at 0.05 level of significance. The research results have showed that the use of conceptual models enhanced the understanding of Teacher-trainees in chemical formulae and nomenclature. Additionally, it was found out that the conceptual models had no influence on gender or cognitive capability. This emphasized that conceptual models should be used to assist the teaching and learning of chemical formulae and nomenclature.    

scholarly journals Activity-Based Teaching and Learning Approach and Students’ Academic Performance: Evidence from Among Stakeholders from Barekese District Ashanti Region of Ghana

2021 ◽  
pp. 156-160
Author(s):  
Theophilus Apenuvor ◽  
Frank Yao Gbadago ◽  
Kwadwo Ankomah ◽  
Agnes Fafa Anthony
Keyword(s):  
Academic Performance ◽  
Teaching And Learning ◽  
Policy Implications ◽  
Future Research ◽  
Colleges Of Education ◽  
Research Directions ◽  
Ashanti Region ◽  
Future Research Directions ◽  
Approach To Teaching ◽  
Structured Questionnaire

In this study, the authors explored the level of awareness and views on the activity-based approach to teaching and learning (ABTLA) in enhancing skills, competency, and academic performance among students and other stakeholders from Senior High Schools (SHS) and Colleges of Education (COE) in Barekese District of Ashanti Region of Ghana. A survey involving 510 various stakeholders was conducted within the Barekese District of Ashanti Region of Ghana, using sets of a self-administered structured questionnaire. The study revealed that the Ghanaian stakeholders of the second cycle and COEs are highly aware of ABTLA and its potency for enhancing skills, competency, and academic performance among students. Policy implications and further future research directions were provided.

scholarly journals Transitioning from Face-to-Face to Online Instruction in the COVID-19 Era: Challenges of Tutors at Colleges of Education in Ghana

2020 ◽  
pp. 8-17
Author(s):  
Emmanuel Aboagye
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Emergency Situation ◽  
Successful Implementation ◽  
Colleges Of Education ◽  
Structured Interviews ◽  
Face To Face ◽  
The Face ◽  
Education In Ghana ◽  
Learning Development

Online learning (e-learning) is well established as one of the best pedagogical approaches in recent years. Despite numerous pieces of literature addressing the significance and limitations of this type of approach, little has been done on the challenges involved in the transition from the face-to-face method of teaching without a blended approach to a complete online in an emergency situation. The present study examined the challenges faced by tutors at colleges of education in Ghana to transition from face-to-face (conventional) to a complete online in the COVID-19 era. A mixed methods design was employed to gather data using questionnaires and semi-structured interviews. The data were analysed separately, and the results showed how network, pedagogies, Learning Management Systems and students' factors hinder tutors to successfully deliver online. The study further reported the blended approach as an effective method to assist the tutors for a more effective and less painful transition. Based on the findings, it is relevant for all educational institutions that use a conventional method to adopt a blended approach to help transition to a complete online in case of emergencies. However, it was revealed that online teaching and learning development is expensive, therefore, it requires assistance from stakeholders for a successful implementation.

scholarly journals DEMOGRAPHIC CHARACTERISTICS OF TUTORS ON THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN TEACHING AND LEARNING IN THE COLLEGES OF EDUCATION

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Elizabeth Adoma Sefah ◽  
Samuel Obed Amoah ◽  
Henry Yaw Acheampong ◽  
Francis Britwum
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Public Colleges ◽  
Colleges Of Education ◽  
The Public ◽  
Technology In Teaching ◽  
Significant Difference ◽  
Information And Communication ◽  
Education In Ghana

The purpose of the study was to examine demographic characteristics of tutors on the integration of information and communication technology in teaching and learning in the Colleges of Education in Ghana. The descriptive survey design was used to conduct the study. The purposive sampling technique was used in the selection process. The sample size was 120 tutors. Independent sample t-test and One-way ANOVA were used to analyze the data. The findings showed that there is a significant difference between male and female tutors in their use of ICTs in teaching and learning in the public Colleges of Education in Ghana. The findings revealed that there is no significant difference between tutors with different age and their integration of ICT in teaching and learning. The findings again, indicated that there is no significant difference between the level of academic qualification and the use of ICTs among tutors. The results revealed that there is a significant difference between the use of ICTs among tutors based on their teaching experience. The study recommended that female tutors who could not effectively integrate ICT into the teaching and learning should be identified and supported to integrate ICT into the teaching of the subject. The study recommended that appropriate pedagogical models suitable for the integration of ICTs in teaching and learning should be developed by curriculum designers to assist tutors in their urge to employ them in the teaching and learning process. The study again, recommended that management of the public Colleges of Education in Ghana should seek sponsorship from internet service providers in Ghana to provide free or affordable and reliable internet connectivity in the colleges to facilitate effective use of ICTs in the teaching and learning in the Colleges of Education. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0896/a.php" alt="Hit counter" /></p>

scholarly journals The Use of Explicit Instruction in Writing Amongst Students of Colleges of Education in the Ashanti Region of Ghana

2021 ◽  
Vol 17 (38) ◽  
pp. 75
Author(s):  
Yaa Asantewaa Bediako
Keyword(s):  
Academic Writing ◽  
Explicit Instruction ◽  
Structured Interview ◽  
Text Structure ◽  
Colleges Of Education ◽  
Collective Case Study ◽  
Ashanti Region ◽  
Language Class ◽  
Education In Ghana ◽  
Structure Knowledge

The study sought to examine the use of Explicit Instruction in writing lessons at some selected Colleges of Education in the Ashanti Region of Ghana. The collective case study design informed by constructivist grounded theory data analysis methods was used. Data were collected and analyzed using three instruments namely a semi-structured interview, sample texts on argumentative and expository essays and observations. The study revealed that combining the cognitive strategy of text structure knowledge application with the metacognitive strategy of self-monitoring supports the development of academic writing in students in the Colleges of Education. Also, students make mistakes in their writing and these mistakes include verb errors, article errors and wrong words. It was also revealed that with regards to Explicit Instruction in the classroom, tutors comprehensively used instructions in the language class to enhance students writing skills. This study further showed that tutors have a variety of evidence-based instructional practices that improve many different skills and student’s writing knowledge. The researcher recommended that students in Colleges of Education in Ghana are made to read extensively outside the curriculum to broaden their vocabulary repertoire so that the over-reliance on tutors for corrections can be minimized.

scholarly journals Developing A Conceptual Framework for Science Teaching at Colleges of Education in Ghana

2021 ◽  
Vol 2 (6) ◽  
pp. 13-18
Author(s):  
A. M. Naah ◽  
M. Owusu ◽  
V. Osei-Himah ◽  
F. Owusu Ansah ◽  
T. K. Mensah ◽  
...  
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
Teaching And Learning ◽  
Real Life ◽  
Colleges Of Education ◽  
Science Content ◽  
Physical Universe ◽  
Education In Ghana ◽  
Understanding Of Science ◽  
And Performance

This paper looks at Science taught in Ghana generally. It defines Science and science education fundamentally, as the methodical observation, conception, analysis, and exhibition of patterns to understand what exist in the physical universe which is evidence-based and their interactions with each other. The understanding of these processes keeps changing as new relationships and explanations emerge. The motion and interactivity with materials employed by the pedagogies become key elements for creating exciting, dynamic and captivating experiences that motivate students to learn and pursue a science course with a greater sense of purpose. Science education is the teaching and learning of science to non-scientists, such as school children, college students, or adults within the general public. The field of science education includes work in science content, science process, some social science, and some teaching pedagogy. However, the employ of inappropriate teaching methodologies is one of the factors that contribute to the low participation and performance of students in science. Little effort is made to relate the concepts learnt and the examples/illustrations used to real life, especially within the context of the students' own lives and environment. This article attempts to proffer a concise definition to merge the ideas from some scholars for a better understanding of science; meaning of Science Education; relevance of the study of science (or science education); problems of science teaching in Ghana and the effects and propounds a challenging model for implementation for effective science teaching in Colleges of Education in Ghana.

scholarly journals Preparing Teacher Trainees for Field Experience: Lessons From the On-Campus Practical Experience in Colleges of Education in Ghana

SAGE Open ◽  
2018 ◽  
Vol 8 (4) ◽  
pp. 215824401880761 ◽  
Author(s):  
Christine Adu-Yeboah ◽  
Christopher Yaw Kwaah
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Group Discussion ◽  
Practical Experience ◽  
Colleges Of Education ◽  
Teaching Standards ◽  
Teacher Trainees ◽  
Lesson Delivery ◽  
Standards And Guidelines ◽  
Education In Ghana

This study sought to understand the process of providing on-campus practical experience to teacher trainees in preparation for practicum in basic schools, and how the trainees perceive these. It used the mixed method approach to obtain data from three purposively sampled colleges of education in the Central Region of Ghana. Questionnaires were administered to 232 teacher trainees; 12 focus group discussion sessions were held with the trainees while an interview guide was used to elicit data from 24 college tutors. The findings showed that the on-campus experience offered trainees the opportunity to improve on their knowledge and practice of general pedagogical skills such as the writing of lesson plans, statement of appropriate lesson objectives, lesson delivery, timing of activities, and the use of teaching and learning resources. However, there was no evidence of documented standards and guidelines for the conduct of the on-campus practicum. Again, trainees had very limited time to engage with supervisors and critically interrogate and reflect on their own practices. Consequently, it was suggested that teacher training institutions should develop appropriate teaching standards and guidelines for on-campus teaching practice and give trainees more opportunity to engage with and critically interrogate their own practice in the process of learning to teach.

scholarly journals Activity-Based Teaching and Learning Approach and Students’ Academic Performance: Evidence from Among Stakeholders from Barekese District Ashanti Region of Ghana

2021 ◽  
Vol 4 (2) ◽  
pp. 54-59
Author(s):  
Theophilus Apenuvor ◽  
Frank Yao Gbadago ◽  
Kwadwo Ankomah ◽  
Agnes Fafa Anthony
Keyword(s):  
Academic Performance ◽  
Teaching And Learning ◽  
Policy Implications ◽  
Future Research ◽  
Colleges Of Education ◽  
Research Directions ◽  
Ashanti Region ◽  
Future Research Directions ◽  
Approach To Teaching ◽  
Structured Questionnaire

In this study, the authors explored the level of awareness and views on the activity-based approach to teaching and learning (ABTLA) in enhancing skills, competency and academic performance among students and other stakeholders from Senior High Schools (SHS) and Colleges of Education (COE) in Barekese District of Ashanti Region of Ghana. A survey involving 510 various stakeholders was conducted within the Barekese District of Ashanti Region of Ghana, using sets of a self-administered structured questionnaire. The study revealed that the Ghanaian stakeholders of second cycle and COEs are highly aware of ABTLA and its potency for enhancing skills, competency and academic performance among students. Policy implications and further future research directions were provided.

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