Abstract:
This study sought, to investigate extent of implementation of inquiry-based
science teaching and learning in junior high schools and some challenges
confronting it. I employed multistage sampling procedure to select 503
students, 308 science teachers, 12 head teachers, four circuit supervisors, three
science coordinators, three deputy directors and a director of education from
four districts and municipalities in central region of Ghana. I employed the
concurrent triangulation mixed methods design, involving surveys and case
studies. I used questionnaires, structured observation and semi-structured
interview schedules for data collection. Validity, reliability, credibility, and
dependability of the instruments were adequate for research. The quantitative
data analyses involved calculation of means, standard deviations, frequencies,
percentages, factor analyses, Cronbach alphas. ANOVAs, MANOVAs and
Two-way MANOVA; while the qualitative data analyses involved thematic
analysis. Findings show that there was rare implementation of inquiry-based
science teaching and learning in the JHSs. Again, interaction of school
location and school type significantly influenced implementation of inquiry
teaching and learning in the JHSs. Challenges to implementation of inquiry
teaching in the JHSs include teachers’ and educational administrators5
inadequate conceptions of inquiry; and teachers’ low attitudes and weak
beliefs and self-efficacy toward inquiry teaching. It is recommended that preservice
and in-service teacher education should emphasize engagement of
teachers in inquiry investigations to explicitly promote their conceptions,
attitudes, beliefs, and self-efficacy in alignment with the constructivist
philosophy of science and science teaching.
