Extent of Implementation of Inquiry-based Science Teaching and Learning in Ghanaian Junior High Schools

Salifu Maigari Mohammed,Ernest Ampadu,Eliot Kosi Kumassah,Kwaku Darko Amponsah

doi:10.29333/ejmste/9373

Salifu Maigari Mohammed, Ernest Ampadu + Show 2 more

Open Access

https://doi.org/10.29333/ejmste/9373

Copy DOI

Abstract

The purpose of this study was to investigate the extent of implementation of inquiry-based science teaching and learning in Ghanaian junior high schools. We sampled 503 students, 18 integrated science teachers, and 23 educational administrators from rural and urban areas of four districts and municipalities in the Central Region of Ghana. We used concurrent triangulation mixed methods design to collect quantitative and qualitative data. Validities, reliabilities, credibility, and dependability of the instruments were adequate. Average item means and standard deviations, frequencies, percentages, ANOVAs, Two-way MANOVA, principal component analysis, and Cronbach alphas were calculated. Thematic analysis was also conducted. We found rare implementation of inquiry-based science teaching and learning in the selected Ghanaian junior high schools. We also found significant interaction of school location and school type on the implementation of inquiry-based science instruction. Specifically, we found that code-switching of English and the local language significantly promoted the implementation of social aspect of inquiry in rural schools. We recommend more reforms in science teaching and learning in Ghanaian junior high schools to be aligned with the features of inquiry. We also recommend that code-switching of English and the local language be actively promoted in schools, especially in rural and public junior high schools.

Highlights

Decades of traditional instruction is a major contributor to the low scientific literacy in Africa (e.g., Anamuah-Mensah, 2012; Shumba, 1999)
Contrary to the general assumption that urban schools engage in better science instructional activities than rural schools, this study suggests that it is urban private but not all urban junior high schools (JHSs) that engage in better science instructional activities than rural schools
While successful implementation of inquiry-based science instruction in many contexts globally involved students who are proficient or native-speakers of the instructional language, this study suggests that implementation of inquiry science instruction in most Ghanaian junior high schools, especially rural and public schools, may be problematic without the code-switching of English and the students’ home language

Summary

Introduction

Decades of traditional instruction is a major contributor to the low scientific literacy in Africa (e.g., Anamuah-Mensah, 2012; Shumba, 1999). In attempts to address the low scientific literacy, inquiry-based science teaching and learning is emphasized as the current curricula rationale for basic science education in many African countries (e.g., Akuma & Callaghan, 2019; Athuman, 2017; Chabalengula & Mumba, 2012; Leon, 2012; Ssempala, 2017). Empirical evidence shows widespread implementation of inquiry instruction in most industrialised and industrialising countries Empirical evidence shows successful and elaborate enactments of inquiry instruction in most industrialised and industrialising countries (e.g., Chang & Wu, 2018; Crawford, 2000). There is little evidence of inquiry science instruction in African schools. Implementation of traditional science instruction persists in many African schools (e.g., Leon, 2012; Ramnarain & Hlatswayo, 2018). The few reported cases of inquiry in African schools involve low levels of inquiry (e.g., Akuma & Callaghan, 2018)

Objectives

Methods

Results

Discussion

Conclusion