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Assem Humphrey-Darkeh
Department of Science, Wesley College of Education, Kumasi
Education

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Investigating the Challenges Facing the Teaching and Learning of Science and Technology in Selected Schools in the Ashanti Region of Ghana Assem Humphrey-Darkeh; Kofi Owusu-Sekyere; Samuel Agyei Mensah
Journal of Science Learning Vol 5, No 3 (2022): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v5i3.43869

Abstract

The heightening public apprehension about instructional deliveries and the learning of science in Ghanaian schools have taken a different dimension as many shareholders keep interrogating the Government's pledge to ensure equity and quality science education for primary schools in the country. The study explored and defined the standing and quality of teaching, learning, and assessment of science and technology while finding the challenges faced by science educators at the JHS level in selected schools in the Ashanti region. The study randomly sampled science teachers' views and students in 27 schools from the 27 districts in the Ashanti Region in Ghana. Fourteen (14) and thirteen (13) schools were sampled from rural and urban areas. It was found that Government inadequately funds most schools. As a result, few qualified science teachers can handle the integrated science topics, among many other setbacks. It was concluded that the lack of infrastructure, TLMs, and other factors make the teaching and learning of science practically impossible. These challenges can be mitigated when specific, well-defined measures such as the provision of required infrastructure, teaching, learning materials (TLMs), and a few more are urgently implemented.
Co-Authors Kofi Owusu-Sekyere Samuel Agyei Mensah