This empirical study investigated the challenges associated with biology teaching and learning materials in selected schools in the Central Region of Ghana. The purpose of this study was to evaluate the classroom implementation of biology curriculum.
A cross-sectional descriptive survey design was used for the study. The target population comprised 187 biology teachers and 7790 second year biology students in all the 58 public senior high schools that offered elective biology during the 2016/2017 academic year. The accessible population however consisted of 4500 second year biology students drawn from 21 schools. The final sample comprised 106 biology teachers and 354 biology students. Factor analysis was used to perform inferential analysis and draw conclusions on the research questions. Resources for teaching and learning biology was inadequate in all schools visited. Most teachers did not organise practical activities regularly and this affected some profile dimensions suggested by the teaching curriculum. It is recommended that only qualified and experienced teachers should be employed to handle senior high school students in order to build a good and strong foundation for them.
This paper intends to highlight on teaching and learning of biology in senior high schools in the central region of Ghana. The study area was chosen because of the rich history of education it has; Central Region is the cradle of education in Ghana. This paper tends to highlight on how teaching and learning with its’ resources in biology is carried out in most senior high schools.
Table of Contents
1. INTRODUCTION
2. LITERATURE REVIEW
3. METHODOLOGY
4. RESULTS
4.1 BIOLOGY TEXTBOOKS
4.2 BIOLOGY LABORATORY
4.3 LABORATORY TECHNICIANS
5. DISCUSSION
6. CONCLUSION
Objectives & Core Topics
This study aims to investigate the challenges associated with the availability and utilization of teaching and learning resources for biology in senior high schools within the Central Region of Ghana, with the goal of evaluating the actual classroom implementation of the national biology curriculum.
- Availability of laboratory facilities and teaching materials
- Frequency and quality of practical biology lessons
- Role of laboratory technicians in supporting science education
- Impact of resource constraints on curriculum implementation
- Challenges facing teachers in utilizing available pedagogical resources
Excerpt from the Book
INTRODUCTION
Education, is not a commodity and must not be for sale to the highest bidder nor should it be privatized (Dagbandow, Citation2022). Science education is very important to the development of any nation. The advances in science and technology have influenced the rate of economic development of nations, improved the quality of life in most parts of the world, and provided solutions to some major problems and needs of societies (Anderson, Citation2007). The impact of science and technology is felt on education, health, nutrition, transport and communication. Our continued existence depends on our ability to harness scientific and technological knowledge to solve practical human problems In view of this, Ghana has made science a core component of the school curriculum, which would produce scientifically literate citizens, who can make informed choices in their personal lives and approach challenges in the workplace in a systematic and logical order. They also need to become competent professionals in the various scientific disciplines, who can carry out research and development at the highest level (Ministry of Education [M. O. E.], Citation2010). The biology curriculum has been designed to help students solve basic problems within their immediate environment through analysis and experimentation, and also to develop scientific approaches to the solution of personal and societal (environmental, economic and health) problems (Ministry of Education [M. O. E.], Citation2010).
Summary of Chapters
INTRODUCTION: This chapter defines the importance of science education for national development and outlines the curriculum's goal to produce scientifically literate citizens capable of practical problem solving.
LITERATURE REVIEW: This section categorizes essential educational resources into financial, human, material, and infrastructural components, emphasizing the necessity of learner-centered, activity-based biology instruction.
METHODOLOGY: The chapter details the use of a cross-sectional descriptive survey design, involving data collection from teachers and students across 21 selected schools to evaluate curriculum implementation.
RESULTS: The study presents findings on resource availability, noting significant deficits in laboratory infrastructure, regular practical lessons, and technical support staff for biology instruction.
DISCUSSION: This section analyzes the correlation between resource availability and academic performance, highlighting that even when facilities are present, they are often underutilized for practical work.
CONCLUSION: The final chapter calls for government intervention to provide funding and urges teachers to better utilize their immediate environment and mandated curriculum time for practical activities.
Keywords
Biology education, Senior High School, Ghana, curriculum implementation, laboratory resources, practical work, teaching materials, resource utilization, science pedagogy, academic performance, student-centered learning, educational infrastructure, biology teachers, STEM education, laboratory technicians.
Frequently Asked Questions
What is the primary focus of this research?
The research focuses on the challenges regarding the availability and utilization of teaching and learning resources in biology education within senior high schools in the Central Region of Ghana.
What are the central themes covered in the study?
The core themes include the effectiveness of biology curriculum implementation, the availability of laboratory facilities, the frequency of practical lessons, and the impact of resource shortages on science learning.
What is the primary research goal?
The main objective is to evaluate how the biology curriculum is being implemented in classrooms and to identify the specific barriers hindering the practice of effective science teaching.
Which scientific method was applied?
A cross-sectional descriptive survey design was employed, using questionnaires and observation to collect quantitative and qualitative data from teachers and students.
What topics are discussed in the main body?
The main body examines the categorization of school resources, the status of biology textbooks and laboratory infrastructure, teacher attitudes, and the frequency of student engagement in practical laboratory activities.
Which keywords characterize this work?
Key terms include biology education, curriculum implementation, laboratory resources, practical work, and science pedagogy in the Ghanaian educational context.
Why are laboratory technicians deemed crucial?
The study finds that the absence of technicians hinders the organization of practical sessions and prevents students from practicing with equipment during their free time due to security concerns.
What is the "Free Senior High School" context mentioned?
The study references the implementation of the Free SHS policy in 2017 to explore how structural changes in education funding have impacted the availability of textbooks and other instructional materials.
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- Emmanuel Nabonagea (Autor:in), 2024, Challenges Associated With Teaching And Learning In Senior High School Biology, München, GRIN Verlag, https://www.grin.com/document/1462273
