Abstract:
The study investigated the extent of monitoring of teaching and learning of science lessons in some selected public primary schools in the Akuapem North District of the Eastern Region of Ghana. It ascertained the level of support given to teachers by headteachers and circuit supervisors who do the monitoring at the basic level with regards to science teaching and also to ascertain whether teachers’ at the basic level are better prepared to teach science more effectively due to the support system from monitoring. The sample for the study comprised 76 Teachers, 20 Headteachers and 9 Circuit Supervisors. The main instrument used for the study was the questionnaire and was supplemented with an interview guide.
The major findings of the research were that majority of teachers (86.2%) and headteachers (75%) were Certificate “A” holders hence, the underlying factor to improve their competencies. Circuit Supervisors were mostly diploma or degree holders but did not specialize in science. The study identified lack of in-depth knowledge in science, the non use of activity method of teaching and child centered approach to teaching as a major hindrance in the effective teaching and monitoring of science lessons. The study also revealed that the areas the monitors mainly consider in terms of monitoring were lesson notes preparation and lesson presentation. The study recommends that periodic monitoring of science teaching and learning at the primary level should be done by competent officials to ensure that teachers are given the needed support.
