UNIVERSITY OF EDUCATION WINNEBA IMPLEMENTATION OF THE SENIOR

UNIVERSITY OF EDUCATION, WINNEBA IMPLEMENTATION OF THE SENIOR HIGH SCHOOL BIOLOGY CURRICULUM: A STUDY OF CURRICULUM INTENTIONS AND CLASSROOM PRACTICE Ph. D Viva Voce By JOHN EKOW MBIR AMOAH 9150130001 2018 SUPERVISORS : PROFESSOR JOHN K. EMINAH DR. ERNEST I. D. NGMAN-WARA

Background to the Study The general aims of the biology curriculum are to; � help students to appreciate the diversity of living things, � understand the structure and functions of living things, �develop scientific approach to solving personal and societal problems.

Background to the Study The curriculum therefore intends to also help students; � develop practical skills required to work with scientific equipment, biological materials and living things, � collect, analyse and interpret biological data � present data graphically.

Background to the Study �Kola (2013) stated that science teachers are important in the teaching and learning of science and there is no development of science education in any country without considering teachers’ contribution.

Background to the Study �If teachers have problems in understanding some of the topics in the subjects that they teach, it raises concerns around their content knowledge (Ramnarain & Fortus 2013). � Ogunniyi and Rollnick (2015) noted the existence of unqualified science teachers in schools in Africa and how this negatively affects quality science teaching and learning.

Statement of the Problem �Some teachers do not provide opportunities for independent critical thought with emphasis on freedom of expression and open-mindedness (Dzieketey, 2010) and (Ahorlu, 2013). �By and large, such teachers bow to the pressure of preparing students to pass competitive academic examinations by resorting to cramming students with predigested information and thereby encouraging passive learning and rote memorization.

Statement of the Problem �Studies by Awoyele (1992), Banu (1994), and Ahorlu (2013) have shown that lack of adequate supply of science equipment and improper management and utilisation of available equipment in teaching is what leads to the low achievement in science. �Some teachers have not been able to utilize the available resources and by implication, these resources are wasted (Ahorlu, 2013).

Statement of the Problem Though substantial research works in science education in the past 20 to 30 years have been on students’ achievements and learning towards science, little has focused on implementation of the curriculum of a particular science discipline like biology, chemistry or physics (Osborne, Simpson & Collins, 2003).

Purpose of the Study The purpose of this study was to evaluate the classroom implementation of biology curriculum in selected senior high schools in the Central Region of Ghana.

Objectives of the Study Determine the academic and professional qualifications and the areas of specialization of the biology teachers in the selected senior high schools. 2. Identify the financial, human, material and infrastructural facilities available for the teaching and learning of biology in the selected senior high schools. 1.

Objectives of the Study Determine whether or not the cognitive and process skills specified in the senior high school biology curriculum are reflected by the teachers’ instructional activities. 4. Examine the aspects of the biology lessons, which were in agreement with the senior high school biology curriculum prescriptions’. 3.

Objectives of the Study Determine the aspects of profile dimensions (knowledge and comprehension, application of knowledge, practical and experimental skills) specified in the biology curriculum that are exhibited by the students during practical activities. 6. Determine whether support services and capacity enhancing activities were organised for the biology teachers’. 5.

Research Questions 1. What are the educational qualifications of the biology teachers in the selected senior high schools? 2. What resources are available for the teaching and learning of biology in the selected senior high schools?

Research Questions What types of cognitive and process skills specified in the biology curriculum are reflected by the teachers’ instructional activities in the senior high schools? 4. Which aspects of the biology lessons are in agreement with the senior high school biology curriculum prescriptions? 3.

Research Questions What aspects of the profile dimensions specified in the biology curriculum do the students exhibit during biology practical activities? 6. What support services and capacity enhancing activities are organised for the biology teachers’ in the selected senior high schools? 5.

Significance of Study �This study would highlight on factors, which affect the evaluation of senior high school biology teachers’ implementation of the biology curriculum. �The study would reveal and document practices, which might give some insight into factors contributing to low performances in WASSCE examinations as reported by Chief Examiners.

Delimitation �There was a total of 58 senior high schools’ running the General Science programme (and specifically biology) in the Central Region of Ghana at the time of the study. The study confined itself to only 21 schools and second year biology students because they had done two years of the biology programme.

Assumptions Some assumptions, which informed this study, were biology teachers possess professional knowledge which include; �content knowledge �pedagogical content knowledge �general pedagogical knowledge �knowledge of learners �curriculum knowledge

Limitations �The use of only 21 of the selected senior high schools was a limitation. �The researcher did not interview Academic Headmasters/mistresses who could have given detailed information on the subject. �Some teachers would not be sincere with the answers they provide due to their reputation.

Literature Review �Models of curriculum evaluation �Importance of academic and professional qualifications of biology teachers �Importance of resources for teaching biology �Importance of cognitive and process skills of biology teachers instructional activities �Effects of support and capacity enhancing activities of biology teachers output

Methodology Research Design � A descriptive survey design comprising both quantitative and qualitative data collection approaches was used for the study � According to Creswell (2009), the problems addressed by social and health science researchers are complex, and use of either quantitative or qualitative approaches by themselves is inadequate to address this complexity (p. 203). More insight is gained from the combination of both quantitative and qualitative research than by either of them.

Research Design �The use of both forms of data allow researchers to simultaneously make generalisations about a population from the results of a sample and to gain a deeper understanding of the phenomena of interest. (e. g. Creswell, 2009, Cohen, Marion, & Morrison, 2004; Greene, Caracelli & Graham, 1989; Strauss & Corbin, 1990).

Rationale for the Design �The study sought to find out about the holistic implementation of the biology curriculum and whethere was any relationship between teachers and students constraints to practical work and their perception of biology in the classrooms and laboratory environment. �It was necessary to gather data from a wide population of second year biology students in order to make generalizations about the constraints of teachers’ and students during the implementation of the biology curriculum in senior high schools.

Population �The target population comprised all biology teachers and second year biology students in senior high schools in Ghana.

Population �The accessible population was biology teachers and second year biology students in selected senior high schools in the Central Region of Ghana.

Sampling Procedure �The sample size for this study was determined using a table by Krejcie and Morgan (1970).

Sampling Procedure �Cluster and stratified sampling techniques were used to obtain a representative sample of the accessible population.

Sampling Procedure �The schools were selected from the following districts and municipalities in the region; Abura Asebu Kwamankese, Assin North, Assin South, Cape Coast Efutu, Ekumfi, Komenda Edina Eguafo Abrem, Mfantseman, and Upper Denkyira East.

Sampling Procedure �Second year student respondents were selected through simple random sampling in single sex schools and stratified random sampling in mixed schools.

Table 1: 2016/2017 Population of Biology Teachers and Students in the Central Region of Ghana Gender Teachers Students Total Male 133 2693 2826 Female 54 5097 5161 Total 187 7790 7977

Instrumentation �“Evaluating Classroom Implementation of Senior High School Elective Biology Curriculum Questionnaire” (ECISHSEBC) was adapted and used to collect data from teachers and students. � Another instrument used was a structured interview. � Observation was the final technique to augment the data collection

Validity of the Instrument �The instruments were pilot-tested to address problems that were bound to arise before the main survey. �The modified version of Barbados Workshop Observation Instrument used by Eminah (2007), the questionnaire and the interview guide was content validated by the researchers’ supervisors.

Reliability of the Instruments �The study used the internal consistency technique by employing Cronbach’s Coefficient Alpha test for testing the research tools. �Cronbach’s Alpha is a coefficient of reliability commonly used as measure of the internal consistency or reliability of a psychometric test score for a sample of examinees. �Internal consistency of data was determined by correlating the scores obtained with scores obtained from other items in the research instruments. This study correlated items in the instruments to determine how best they relate using a Cronbach Coefficient Alpha of

Reliability of the Instruments �To determine the reliability of the instrument for this study both students’ and teachers’ questionnaires was pilot tested in six schools. �The results from the pilot test enabled the researcher to identify and modify some aspects of the instruments before administering them to the accessible population.

Data Collection Procedure �Permission was sought from the Regional, Metropolitan/Municipal or District Directors of Education as well as Heads of senior high schools to enable the researcher undertake the study. Data was collected sequentially �Stage 1: Observation �Stage 2: Questionnaire �Stage 3: Interview

Data Analysis �Both descriptive and inferential statistics was used to analyse the data. Microsoft Excel and The Statistical Package for Social Sciences (SPSS version 22. 0) were used by the researcher to analyse the data.

Ethical and Logistical Considerations �Special emphasis was laid on confidentiality or anonymity of questionnaires and interviews in case of sensitive or gazette data. Permission was also sought for the use of their voice recordings to be transcribed.

RQ. 1 What are the educational qualifications of the biology teachers in the selected senior RQ. 1 high schools?

RQ. 2 What resources are available for the teaching and learning of biology in the selected senior high schools?

RQ. 3 What types of cognitive and process skills specified in the biology curriculum are reflected by the teachers’ instructional activities in the senior high schools? Table 15: Classroom Activities on the Implementation of the Biology Curriculum I am allowed to ask questions to aid my understanding of concepts The teacher involves me in practical activities I work in groups with other classmates I hold discussions with others on the various topics I read biology textbooks/hand outs and make my own notes I copy the notes that the teacher dictates/writes on the board Enough time is allocated on the school time table for the teaching and learning of biology The teacher allows me to handle materials and equipment during practical lessons The teacher uses various tools (quizzes, exercise, assignment, projects etc. ) to assess my work The teacher marks my quizzes and class exercises on time and gives me a feedback accordingly Never %. 6 Rarely %. 6 Sometimes % 2. 9 Most of the time % 9. 4 Always % 86. 5 3. 5 7. 1 6. 5 7. 1 14. 7 15. 9 34. 1 47. 6 18. 8 16. 5 20. 0 36. 5 17. 6 10. 0 9. 4 7. 1 31. 8 24. 7 27. 1 1. 8 4. 7 6. 5 12. 9 74. 1 10. 0 7. 1 8. 2 12. 9 61. 8 7. 6 8. 8 21. 2 15. 3 47. 1 0. 0 2. 9 8. 8 13. 5 74. 7 1. 2 1. 8 6. 5 14. 7 75. 9

RQ. 4 Which aspects of the biology lessons are in agreement with the senior high school biology curriculum prescriptions? Table 22: Biology Curriculum Prescriptions for Schools Available Facilities Category of Schools Visited A 1 2 3 4 5 6 7 B 1 2 3 4 5 6 7 C 1 2 3 4 5 6 7 Total Plan visits to: Small botanical Garden Animals In a Cage Fishpond Insects in a Cage Well established Experimental and Commercial Farms Agricultura l Research Institutes Scientific and Manufacturing Organisations Forest and Game Reserves Man-made Lakes Seashore Hospital s Total Yes Yes Yes No Yes No No Yes No No No Yes Yes No Yes No No No Yes Yes Yes No No No Yes Yes No No No No 5 7 4 3 6 7 4 No Yes No No Yes No No No No No No No No No No No No No No Yes No No 0 2 0 1 2 No No 9 No No 8 No No 4 No No 0 Yes No No No 5 No No 3 No No 2 No No 0 No No 7 No No 0 1 0 0 0 53

Table 23: Biology Curriculum Activity Implementation Male Female Total Freq. 3 0 % 5. 0 0. 0 Freq. 4 4 % 9. 1 Freq. 7 3 % 6. 5 3. 2 Biology For SHS (GAST) 65 95. 0 30 81. 8 96 90. 3 Other (Specify) Yes No 0 61 7 0. 0 90. 0 10. 0 0 24 14 0. 0 63. 6 36. 4 0 85 21 0. 0 80. 6 19. 4 I Have A Copy Myself 41 60. 0 21 54. 5 62 58. 1 A Copy Is Always Available For Reference 3 5. 0 10 27. 3 14 12. 9 I Use The GAST Textbook In Place Of The Syllabus 24 35. 0 7 18. 2 30 29. 0 I Teach Without Reference To The Syllabus 0 0. 0 Are the contents of the biology syllabus available to you in line with the recommended textbooks? Not In Line Partially In Line Completely In Line 3 41 24 5. 0 60. 0 35. 0 0 21 17 0. 0 54. 5 45. 5 3 62 41 3. 2 58. 1 38. 7 At the end of each lesson Yes No 34 34 37 31 24 44 7 61 50. 0 55. 0 45. 0 35. 0 65. 0 10. 0 90. 0 21 17 31 7 14 24 4 34 54. 5 45. 5 81. 8 18. 2 36. 4 63. 6 9. 1 90. 9 55 51 68 38 38 68 10 96 51. 6 48. 4 64. 5 35. 5 64. 5 9. 7 90. 3 Yes No Teacher Dictates Notes 14 54 34 20. 0 80. 0 50. 0 17 21 17 45. 5 54. 5 45. 5 31 75 51 29. 0 71. 0 48. 4 Students Make Their Own Notes From Textbooks 7 10. 0 4 9. 1 10 9. 7 Students Take Notes During The Lesson 10 15. 0 17 45. 5 28 25. 8 Any Other (Specify) Yes No 17 64 4 25. 0 95. 0 0 34 4 0. 0 90. 9 9. 1 17 99 7 16. 1 93. 5 68 100. 0 38 100. 0 106 100. 0 What are the textbooks available for teaching and learning biology? Do you have a current syllabus for use in your school? How accessible is the biology syllabus to you? At the end of teaching each topic During organised term quizzes Before the start of end of term examination End of term examination How do students take notes in class? In your opinion, do you think the senior high school biology programme is a good initiative and should be allowed to stay? Total Modern Biology Functional Approach

Table 25: Description of the Type of Interaction in my Biology Classroom as Mostly Male Female Total Teacher-student centred Freq. 146 % 93. 3 Freq. 189 % 95. 8 Freq. 335 % 94. 7 Student-student centred 6 4. 0 6 3. 2 12 3. 5 Teacher-resources centred 0 0. 0 Student-resources centred 4 2. 7 3 1. 1 7 1. 8 156 100. 0 198 100. 0 354 100. 0 Total

RQ. 5 What aspects of the profile dimensions specified in the biology curriculum do the students exhibit during biology practical activities? Table 26: Observation of Groups Relating to Task Activity Making observations Raising questions Suggesting hypothesis Predicting Finding pattern/relationship Devising and planning investigations Handling material/equipment Measuring/calculating Recording Other Grade of School A B C Total A B C Total A B C Total Average Number of Times for: 1 - 10 mins 0. 00 0. 40 0. 00 0. 15 0. 00 0. 00 0. 40 0. 25 0. 00 0. 23 11 - 20 mins 0. 00 1. 00 0. 38 0. 00 0. 00 0. 33 0. 00 0. 08 21 - 30 mins 1. 00 0. 38 3. 80 0. 25 0. 00 1. 54 0. 00 0. 00 0. 00 31 - 40 mins 0. 20 0. 00 0. 08 2. 40 0. 00 0. 92 0. 00 0. 00 0. 75 0. 00 0. 23 41 - 50 mins 0. 00 1. 40 0. 00 0. 54 0. 00 0. 00 0. 20 0. 00 0. 08 0. 00 0. 00

RQ. 6 What support services and capacity enhancing activities are organised for the biology teachers’ in the selected senior high schools?

Findings �The study revealed that academic and professionally qualified biology teachers were clustered in grades A and B schools. � Most of the teachers who pursued Masters Degrees also diverted from science education (biology) and specialised in Molecular biology, Zoology, Aquaculture and fisheries among others. � Notable was the WAEC biology Chief examiner whose second degree was in

Findings � Some laboratories were not fully equipped with equipment, apparatus, specimen and charts for biology lessons. � Teachers and students in the study also indicated that the few apparatus, equipment and learning materials available were used only in demonstrations. � Teachers lamented that due to large class sizes, limited time and resources available; demonstrations were mostly used during practical lessons. In view of these skills such as measuring, observation, recording, reporting, interpretation and drawing skills were scarcely used as prescribed by the biology curriculum.

Conclusion �This study provides empirical evidence on the fact that the biology curriculum is not fully implemented and that the goals of the curriculum are not been realised. �The findings will assist stakeholders to specifically augment the lapses occurring in senior high school biology classrooms.

Recommendations �It is recommended that professionally and academically qualified biology teachers’ should be evenly distributed so that they would not be concentrated in only a few schools while others lacked them.

Recommendations �It is hereby recommended that the Ministry of Education (MOE)/Ghana Education Service (GES) in the Central Region, provide adequate resource materials to meet the curriculum prescriptions. � It is also recommended that biology teachers always use the studentcentered approach of teaching and also use triple periods allocated on the timetable for laboratory activities.

Recommendations � There is need for organizations, government, Parent Teacher Association, Voluntary Organizations and Philanthropists to join hands in procuring necessary biology materials and resources in schools.

References �Eminah, J. K. (2007). The alignment of junior secondary school science curriculum intentions and classroom practice in Ghana. Journal of Development Alternatives and Area Studies, 1(26), 73 – 101. � Kola, A. , J. , (2013). Importance of science education to national development and problems militating against its development. American Journal of Educational Research, 1(7), 225 -229. �

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