Status Of Science Teaching and Learning at the Colleges of Education in Ghana

Abstract

The purpose of the study was to find out and describe the status of science teaching and learning in the Colleges of Education in Ghana. The study employed the sequential explanatory mixed method research design. The quantitative data were obtained from 543 teacher trainees, 33 tutors and 36 college administrators. The qualitative data were gathered from interviews with twelve teacher trainees, six tutors, six administrators and eighteen focus group interviews. This was followed by observation of lessons. The data gathered from the survey questionnaire were analysed quantitatively through frequency counts and inferential statistics using cross tabulations and chi-square test. It was found that more than half ofthe teacher trainees entered the Colleges of Education with grades C4-C6. The results revealed that 60.6% of tutors call on teacher trainees only once because they want every trainee to be part of the lesson. 84.8% of tutors liked questions to be answered randomly. The college tutors (81.8%) would like to ask introvert teacher trainees questions whilst 18.2% likes to occupy them with activities. 78.8% of college tutors preferred to use positive reinforcement techniques on the trainees. It is recommended that the Ministry of Education and the governing councils of the various colleges should make the effort to improve the infrastructural facilities of the colleges by providing colleges with wellequipped laboratories, libraries, furniture, textbooks and equipment for practical science. Teacher trainees should be relieved of all grounds work to enable them to concentrate on their academic work. Colleges of Education should admit students who have obtained at least grade C6 in all subjects in the West African Secondary School Certificate Examination or its equivalent.