Abstract:
The use of practical activities in science has been accepted as part of
the science teaching and learning in Ghanaian Senior Secondary Schools
albeit for different reasons. Over the years, the West African Examination
Council (WAEC) Chief Examiners' reports have consistently alluded to
weaknesses in students' performance in science practical examinations.
These weaknesses have cast serious doubts on Senior Secondary School
(SSS) students' involvement in practical activities during their science course
and giving the impression that they were either not taken through the practical
activities or did not take them seriously.
This study is aimed at investigating the factors that might contribute to
students' weaknesses in science practical work and how they can be
addressed. This was done through descriptive, inferential as well as
explanatory information on students' perception of their psychosocial
laboratory environments; their attitudes to science practical work; teachers'
views on the purpose of science practical work and how it is organised. The
study employed the survey method and qualitative approach to collect data.
Some of the key findings that emerged in this study were:
1. Factors influencing students' perception of their psychosocial science
laboratory environments were supply material environment, reliable
material environment, integration, and supervision. Factors influencing students' attitudes towards science practical work
were learning tool, equipment and interest.
3. Students' perceptions of their laboratory environment and attitudes
towards science practical work were significantly different in favour of
students from SRC schools. The significant difference in perception
was due to the different material environments in the two school types.
The difference in attitude of students was due to interest in science
practical work and the provision of equipment.
4. No relationship was found between students' attitude to science
practical work and their perception of the science laboratory
environment.
5. Teachers' views on the purpose of practical work were mainly that of
discovering or elucidating theory taught in class; SRCs are not playing
the required role of supporting science practical activities due to poor
patronage arising from several constraints..
6. Students did not have enough science practical activities due to lack of
time, overloaded curricula, lack of equipment and large class sizes
7. Much attention was not paid to supervision of students by their
teachers during science practical activities.
These findings may account for some of the students' weaknesses in science
practical examinations reported by Chief Examiners.
Evidence from the findings was then used as a basis for conclusions
about addressing the situation in the schools. Recommendations for Ministry of Education and Ghana Education Service, WAEC and ....developers and potential areas for further research were also made
