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Ghana Education Service

GH

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Public research profiles associated with Ghana Education Service.

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2023 · European Journal of Education and Pedagogy · 60 citations

A Review of Students’ Academic Performance in Physics: Attitude, Instructional Methods, Misconceptions and Teachers Qualification

This study aims at presenting a literature review on four factors; attitude, instructional methods, students’ misconception, and teachers’ qualification that contribute to low academic performance of students in physics. Physics is one of the most fundamental natural sciences which involves the study of universal laws, and of the behaviors and relationships among a wide range of physical phenomena. Research has shown that both teachers and students’ attitude towards physics is a major reason for low academic performance in subjects across the globe. Naki (2018) argued that attitudes such as procrastination have a greater impact on students’ achievement. The attitudes of students towards physics, the thoughts and beliefs about the course, the habits of studying and constantly postponing tendency are very influential. Boabeng et al. (2014) opine that the quality of the teachers implementing a curriculum has a greater effect on the academic performance of students. Regardless of how well-resourced the school is or how extensive the curriculum is, teaching methods also have a significant impact on students’ academic progress as well as how easier for a misconception is to be dispelled. When the finest teaching strategies are employed, physics teachers can have a significant positive impact on students’ knowledge hence good performance.

2020 · Advances in Research · 8 citations

Teaching and Learning Physics in Senior High Schools in Ghana: The Challenges and the Way Forward

Aim: Considering the technological age that we find ourselves in this 21st century, it would be expected that, the number of students willing to study physics will increase exponentially. However, reports indicate a sharp reduction of students in physics classrooms. This study therefore sought to identify the challenges and way forward for improving physics teaching and learning in Senior High Schools in Ghana. Study Design: Descriptive cross-sectional survey was used for the study. Methodology: The main instrument used for the study was questionnaire. The sample size for the study comprised both physics teachers and students. The sample size for the teachers was made up of 38 teachers which comprised 34 males and 4 females who were selected using the convenient sampling approach. The sample size for the students consisted of 750 students selected by stratified sampling of which 520 were males and 230 were females. Results: While the teachers perceived the most important factor affecting the teaching and learning of physics to be students-related problem, the students on the other hand perceived the major challenge affecting the teaching and learning of physics to be teacher-related. For both teachers and students, provision of adequate resources like well-equipped laboratories for teaching and learning is an assured way of improving the teaching and learning of physics in senior high schools in Ghana. Conclusions: The challenges in teaching physics as perceived by both teachers and students are teacher related, student-related and resource-constraints It was recommended that the government must make conscious effort to provide the schools with adequate science resources to facilitate the practical approach to teaching and learning of physics.

2022 · European Journal of Education and Pedagogy · 4 citations

Effects of Peer Tutoring on Pre-Service Teachers’ Physics Performance in Colleges of Education, Ghana

At Atebubu College of Education, the study attempted to determine the impacts of peer tutoring on gender and senior High school background courses of pre-service teachers in physics. To achieve the purpose of the study an action research design was used and a total number of 140 (78 males and 62 females) who are offering primary Education program were purposively selected. The major research tools were accomplishment tests, which were used to collect quantitative data from pre-service teachers. Using the independent sample t-test and one-way ANOVA to analyse the quantitative data. It was found that the male students’ performance in Physics (M = 8.81, SD = 0.927) does not significantly differ from that of the female students’ (M = 8.65, SD = 0.925) as a result of the peer tutoring method adopted for the study. The results of the one-way ANOVA show that there are no differences in the mean score of the pre-service teachers’ performance in Physics and their senior High School course background. It is therefore recommended among other things that the principals and head of science departments of Colleges of Education in Ghana should organise workshops, seminars and in-service training on how to utilize peer tutoring method effectively in teaching scientific concepts to pre-service teachers they training.

2025 · Journal of Research in Education and Pedagogy. · 1 citations

Exploring Effective Approach to Teaching Thermal Physics: Comparing 5E Model, Differentiated Instruction and Conventional Teaching

In this study, the effects of 5E Instructional Model (5E), Differentiated Instruction (DI) and conventional teaching method on Senior High School (SHS) physics students’ academic performance in Thermal Physics were compared. Method: By employing a quasi-experimental pretest/posttest non-equivalent control group design, 291 SHS 2 physics students were used from six intact classes which were randomly selected from three SHSs in the Mampong Municipality and Sekyere South District. The hypotheses were tested using one-way ANCOVA and two-way ANCOVA at α=0.05. The results showed that there was a significant effect of at least one of the teaching methods on the academic performance of students (F(1,287)=150.766, p=0.001<0.05), with students taught using DI obtaining the highest adjusted mean scores of 18.978 (std. error = 0.437), followed by those taught using 5E group (adjusted mean = 16.373, std. error=0.430), and those taught using the conventional teaching method (adjusted mean score = 13.734, std. error = 0.452). Also, there was a significant interaction between gender and teaching method (F(1,284)=241.395, p=0.001<0.05) with no significant difference observed between male and female students taught using DI (mean difference=0.233, p=0.765) and 5E (mean difference=0.75, p=0.532), but a significant difference in academic performance between male and female SHS students taught using conventional teaching method (mean difference=8.284, p=0.000). It was therefore recommended, amongst others, that SHS physics teachers in Mampong Municipality and Sekyere South District should consider differentiating their students in order to tailor Thermal Physics lessons to all students, which will help them perform better.

2024 · European Journal of Open Education and E-learning Studies · 1 citations

DIGITAL TRANSFORMATION EDUCATION: CHALLENGES, EFFECTIVENESS, AND PERCEPTIONS OF COMPUTER-ASSISTED INSTRUCTION APPLICATION IN PHYSICS CLASSROOM

Digital Transformation Education has received greater attention in teaching and learning, however, there is a scarcity of studies on the challenges, effectiveness, and perceptions of Computer-Assisted Instruction (CAI), especially in the Colleges of Education (CoE). In addressing these, the study used the mixed method research design using 12 Physics tutors and 254 Physics students from 3 CoE purposively selected from the Sekyere South District and the Mampong Municipality. Interviews and questionnaires were used for data collection and data analysis was done using Statistical Package for Social Sciences ¬(IBM SPSS), version 26.1, employing descriptive statistics and thematic analysis. The results indicated that Physics tutors generally face a high level of challenges, with inadequate technological resources and limited financial support posing the greatest hindrances. In response, tutors employed various strategies including personal investment in internet bundles and advocacy for institutional intervention. It was again found that both quantitative and qualitative findings converged after merging and that the qualitative findings agreed with the quantitative findings. It was concluded that tutors of Physics in the CoE in the Mampong Municipality and the Sekyere South District encounter challenges during their integration of CAI in their Physics lessons. However, since students of Physics in the CoE perceive the use of CAI as very positive to their academic lives, it was recommended that using CAI for teaching and learning Physics in the colleges of education should be fortified.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0757/a.php" alt="Hit counter" /></p>

2022 · Open Journal of Social Sciences · 1 citations

Developing Preservice Teachers’ Scientific Problem-Solving Skills Using a Pragmatic Approach to Physics: The Case of Gbewaa College of Education

This research aimed at developing preservice-teachers’ scientific problem-solving skills after taking part in active learning in an introductory science lesson in semester two of the 2020/2021 academic year. The researchers engaged 150 level hundred preservice-teachers for five (5) weeks. Pre-test and post-test designs were employed to collect data for both quantitative and qualitative analyses. Ten active learning practices were performed throughout the semester. The problem-solving assessment used was T-TEL and rubrics were used to develop the research instrument to evaluate preservice teachers’ problem-solving skills. A Sample group interview was conducted to obtain qualitative data on preservice teachers’ opinions of active learning activities. A sample t-test was used to compare problem-solving pre-test and post-test scores in the class. The data collected and content analysis was used to summarize preservice teachers’ opinions. The results revealed their problem-solving skills were highly improved after taking part in active learning processes at 0.05 confident levels. Preservice teachers expressed their opinions positively toward active learning processes and showed a willingness to participate actively in the next lesson using the same learning approach.

2021 · Journal of Education and Learning Technology · 1 citations

Attitude of Students Towards the Study of Physics: A Case of Tamale College of Education, Ghana.

The study examined the attitude of third-year science and mathematics students towards the study of Physics in the Tamale College of Education, Ghana. A case study involving a sample of one hundred and thirty–three students was adopted for the study. Using a structured questionnaire, data was collected from the selected sample. The Likert rating scale was adopted to indicate the extent of agreement or disagreement. General findings from the study indicated that the majority of the respondents had a negative perception towards the study of Physics. The research recommended that preferably only students who offered Elective Physics at the Senior High School level should be admitted to study Physics at the College level as this would facilitate the smooth teaching and learning of the subject. It was also suggested that Physics tutors should use innovative strategies to make the teaching and learning of the subject interesting and attractive. Keywords: Physics, attitude, students, tutor, positive, negative.

2019 · International Journal of Innovative Research and Development · 1 citations

Exploring the Use of Technology in Teaching Physics at Senior High Schools in the Cape Coast Metropolis of Ghana

Technology has profound and lasting influence in classroom as being a powerful tool that can change the way lessons are taught by facilitating both teachers’ instruction practices and students’ learning processes. The purpose of this study was to explore the use of technology in teaching physics within the Cape Coast Metropolis in the Central Region of Ghana.The study employed descriptive cross-sectional survey. The population for the study was Senior High School (SHS) physics teachers and students of the Cape Coast Metropolis in Ghana. The sample size for the study was made up of 20 teachers and 100 final year students. The main instrument used for the study was a questionnaire for both the teachers and the students. Data were analyzed using means, standard deviations and frequencies. It was found that the physics teachers hardly use modern and digital forms of technology in teaching physics.