Primary and junior high school mathematics and science teachers’ views on teaching in the Cape Coast Metropolis of Ghana

This paper draws on conceptualization of pupil-centred and teacher-centred methods to explore the views of primary school and junior high school (JHS) mathematics and science teachers on teaching. The purpose of the study was to ascertain whether the views of these teachers place the pupils at the centre of the teaching and learning process. The research participants were selected from all the six circuits in the Cape Coast Metropolis using stratified random sampling procedure. Questionnaires were administered and responded to by 157 primary and JHS mathematics and science teachers in the Cape Coast Metropolis of Ghana. The data collected were analysed using both quantitative and qualitative data analysis methods. The findings from the study showed among others that the participants’ views about teaching were predominantly teacher-centred. Implications of the findings for mathematics and science teacher education particularly and research in mathematics and science education in Ghana generally are provided.

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Designing PISA Like Problems for West Sumatra Mathematics and Science Junior High School Teachers

Pelita Eksakta ◽

10.24036/pelitaeksakta/vol3-iss1/106 ◽

2020 ◽

Vol 3 (1) ◽

pp. 75

Author(s):

Ahmad Fauzan ◽

Fridgo Tasman

Keyword(s):

High School ◽

Science Teachers ◽

Junior High School ◽

Junior High ◽

High School Mathematics ◽

Junior High School Teachers ◽

West Sumatra ◽

Mathematics And Science Teachers ◽

Test Result ◽

Mathematics And Science

PISA (Program for International Students Assessment) test result on 2018 put Indonesia in the 72th position of 78 countries. The report showed the importance to improve the level of students thinking ability. There are many possible ways to develop students’ thinking. One way to do that is by giving the students drill to solve PISA problems. However, this solution is difficult to implement because designing PISA problems is difficult for the teachers. Therefore, 24 junior high school mathematics and science teachers ware selected in order to give them training and workshop to improve their ability to design PISA like problems using action research methods. Three stages ware implemented in the training and workshop. First, introduction to PISA, Second, designing PISA Problems, and third, trying out and evaluating the test result. Product of the workshop are 48 PISA like problems of mathematics and 42 PISA like problems of science.

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Alignment of the planned and implemented curricula in Junior High School English Language, Mathematics and Science in three Districts in Ghana

The Oguaa Educator ◽

10.47963/toe.v13i.294 ◽

2019 ◽

Vol 13 ◽

pp. 19-51

Author(s):

Ernest Kofi Davis ◽

Mark Owusu Amponsah ◽

Christopher Yaw Kwaah ◽

Christopher Beccles

Keyword(s):

High School ◽

Science Teachers ◽

Junior High School ◽

English Language ◽

Junior High ◽

Sampling Technique ◽

Public And Private ◽

Multi Stage ◽

Science Curricula ◽

Mathematics And Science

This paper draws on conceptualization of levels of curriculum as planned, implemented and attained curriculum to explore the alignment between the planned and implemented English Language, Mathematics and Science curricula in Ghana. A survey of curriculum delivery by 124 Junior High School Form 2 English, Mathematics and Science teachers, with 1268 of their students from 51 public and private schools, made up of a mix of below-average, average and above-average schools in terms of academic achievement of the students from three districts in the Central Region was carried out. A multi-stage sampling technique involving purposive and stratified random sampling methods were used in the selection of the research participants. The data were collected through documentary review, questionnaire survey for teachers and interviews with students. The data collected were analysed using both quantitative and qualitative methods. The quantitative data were analysed using frequency counts and descriptive statistics, while the qualitative data were analysed qualitatively and presented as narrative description with illustrative examples. The study revealed that gaps existed between the planned and the implemented English Language, Mathematics and Science curricula. Discussion of the findings and implications for practice, policy and research in Ghana and countries that share similar situation as Ghana are provided.

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PENGARUH CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP PEMAHAMAN MEMBACA SISWA

JURNAL PENELITIAN BIDANG PENDIDIKAN ◽

10.24114/jpp.v18i1.4289 ◽

2012 ◽

Vol 18 (1) ◽

pp. 30

Author(s):

Anni Holila Pulungan

Keyword(s):

High School ◽

Reading Comprehension ◽

High School Students ◽

Junior High School ◽

Teaching And Learning ◽

Junior High ◽

School Students ◽

Lecture Method ◽

Contextual Teaching ◽

Better Than

The study deals with the Contextual Teaching and Learning of the students’ reading comprehension at junior high school. Contextual Teaching and Learning is a new alternative for every teachers to relate the materials to the real world. The aims of the research are to analyze the effect of non and CTL method of the students’ reading comprehension. The research method is an experimental method. The data analysis is taken from the two classess. Then, they divided into two groups, the control and experimental group. The major findings of the study shows that the effect of Contextual Teaching and Learning on the students’ reading comprehension is better than the non CTL method-lecture method for the junior high school students.

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PERAN SELF REGULATION DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF SEBAGAI UPAYA MENYIAPKAN GENERASI EMAS 2045

PEDAGOGIKA: Jurnal Pedagogika dan Dinamika Pendidikan ◽

10.30598/pedagogikavol5issue1page1-11 ◽

2020 ◽

Vol 5 (1) ◽

pp. 1-11

Author(s):

Sri Hapsari

Keyword(s):

High School ◽

Social Studies ◽

Junior High School ◽

Creative Thinking ◽

Teaching And Learning ◽

Junior High ◽

Self Regulation ◽

Conscious Effort ◽

Social Studies Teaching

The purpose of this research is to determine the role of self regulation in enhancing the ability of creative thinking in social studies teaching and learning. Therefore, the author conducted a survey on junior high school in South Tangerang, Banten. Students ability to organize themselves into an important key in developing the ability to think creatively. Students will know what you want to achieve so that he has a conscious effort to focus the attention and the ability to complete the task. Ability is what is required by Indonesian golden generation because they will be dealing with a very complex challenge. The golden generation should be given so that the provision could be responsible for the lives of himself and his people.

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PENGEMBANGAN PERMAINAN KARTU KUARTET MATERI ASAM, BASA DAN GARAM

VOX EDUKASI Jurnal Ilmiah Ilmu Pendidikan ◽

10.31932/ve.v12i2.1250 ◽

2021 ◽

Vol 12 (2) ◽

pp. 169-179

Author(s):

Siska Putri Damayanti ◽

Eny Enawaty ◽

Masriani Masriani

Keyword(s):

High School ◽

Research And Development ◽

Science Teachers ◽

Junior High School ◽

Junior High ◽

Development Model ◽

Card Game ◽

Teacher Response ◽

Acid Base ◽

Very High

ABSTRAKPenelitian ini bertujuan untuk menentukan tingkat kelayakan dan respon guru terhadap Permainan Kartu Kuartet pada materi asam basa, dan garam di SMP Negeri 9 Pontianak. Bentuk penelitian dan pengembangan adalah (R&D) yang mengadopsi model pemngembangan ADDIE. Pengambilan data untuk mengetahui respon guru dengan cara memberikan angket kepada 3 Guru IPA di sekolah yang diteliti. Hasil pengolahan data menunjukkan bahwa Permainan Kartu Kuartet yang dikembangkan layak digunakan dalam pembelajaran ditinjau dari aspek kelayakan Bahasa 100% (sangat layak), media 100% (sangat layak) dan materi 91,66% (sangat layak), dan respon guru sebesar 81,24% terhadap Permainan Kartu Kuartet. Hal ini menunjukkan di SMP Negeri 9 Pontianak tergolong kategori sangat tinggi. Dengan demikian Permainan Kartu Kuartet dapat digunakan pada pembelajaran materi Asam Basa dan Garam sebagai media pembantu dalam pembelajaran.Kata Kunci : Kartu Kuartet, Asam Basa Garam, Kelayakan, ResponABSTRACTThis research was conducted to determine the level of feasibility and teacher response to the Quartet Card Game on acid base and salt material Junior High School 9 Pontianak. The form of research and development is (R&D) which adopts the ADDIE development model. Collecting data to determine the teacher’s response by giving a questionnaire to 3 science teachers in the schools studied. The results of data processing show that the developed quartet card game is suitable for use in learning in terms of the percentage of language feasibility of 100%, media is 100%, in the proper category and material is 91,66%, with the very feasible category, and the teacher’s response was 81,24% for the Quartet Card Game. This shows that Junior High School 9 Pontianak is in the very high category. This the Quartet Card Game can be used in leraning of Acid Base and Salt materials as an auxiliary medium in learning.Keywords: Quartet Card, Acid Base Sald, Feasibility, Response

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Symptomatic vergence disorders in junior high school children in Ghana

African Vision and Eye Health ◽

10.4102/aveh.v75i1.333 ◽

2016 ◽

Vol 75 (1) ◽

Author(s):

Charles Darko-Takyi ◽

Naimah E. Khan ◽

Urvashni Nirghini

Keyword(s):

High School ◽

Binocular Vision ◽

Junior High School ◽

Junior High ◽

Cape Coast ◽

Cross Sectional ◽

School Based ◽

Convergence Insufficiency ◽

Vision Assessment ◽

Divergence Insufficiency

Background: Optometrists in Ghana are hampered in performing comprehensive binocular vision assessments, because of the lack of appropriate instruments leading to a paucity of data on vergence disorders and their association with asthenopia among Ghanaian school children.Aim: To establish the prevalence of symptomatic vergence disorders among junior high school (JHS) children in Cape Coast Metropolis, Ghana, in their habitual (vision) states and investigate if there were any associations between these disorders and specific asthenopic symptoms.Methods: A prospective cross-sectional school-based study using a multistage sample of 627 participants aged 12–17 years from JHSs in Cape Coast Metropolis. Participants completed a reliable asthenopic symptoms questionnaire and 220 participants who expressed two or more severe or very severe symptoms were selected for comprehensive binocular vision assessment in their habitual vision state.Results: The prevalence of symptomatic vergence disorders among JHS children in Cape Coast Metropolis was 14.8%. For specific symptomatic vergence disorders, the prevalence was: 1.4% basic esophoria, 1.4% basic exophoria, 8.6% convergence insufficiency, 1.8% convergence excess, 0.8% fusional vergence dysfunctions and 0.8% divergence excess. No participant had symptomatic divergence insufficiency. The study revealed significant associations between some specific symptomatic vergence disorders and specific asthenopic symptoms even though all of these asthenopic symptoms overlapped in other vergence disorders.Conclusion: Presenting complaints of specific asthenopic symptoms does not differentiate between specific types of vergence disorders. A comprehensive binocular vision assessment is vital in the diagnosis and management of these disorders to relieve asthenopia.

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