The Alignment of Junior Secondary School Science Curriculum Intentions and Classroom Practice in Ghana.
The classroom behaviours of 20 selected Junior Secondary School (J.S.S.) science teachers and their pupils were observed. The observed behaviours were then matched with the curriculum prescriptions of the J.S.S. science programme to determine the degree of alignment (agreement). Five null hypotheses...
| Published in: | Journal of Development Alternatives & Area Studies Vol. 26; no. 3; pp. 73 - 102 |
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| Format: | Article |
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Scandinavian Journal of Development Alternatives
September 2007
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=510688378&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 510688378 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 16519728 GX2 jtl: Journal of Development Alternatives & Area Studies issn: 16519728 maglogo: N pubinfo: dt: September 2007 vid: 26 iid: 3 pid: 12660 pub: Scandinavian Journal of Development Alternatives artinfo: ui: 510688378 ppf: 73 ppct: 29 formats: tig: atl: The Alignment of Junior Secondary School Science Curriculum Intentions and Classroom Practice in Ghana. aug: au: Eminah, John K. su: Science education Curriculum Secondary education Science teachers Ghana sug: subj: Ghana Science education Curriculum Secondary education Science teachers ab: The classroom behaviours of 20 selected Junior Secondary School (J.S.S.) science teachers and their pupils were observed. The observed behaviours were then matched with the curriculum prescriptions of the J.S.S. science programme to determine the degree of alignment (agreement). Five null hypotheses were formulated. It was found that on the average, the degree of alignment was low (25%). Chi-square analyses showed non-significant differences between five categories of teachers whose classroom behaviours were compared in the study. The study found that not only were one-fifth (20%) of the teachers untrained but mat two-fifth (40%) of them did not specialise in science. On the whole, the findings indicate that contrary to expectations, the instructional processes of the J.S.S. science programme are not being fully adhered to in the schools. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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