The Effects of Pre-Service Teachers’ Chemistry Perceptions on their Academic Achievement

Samuel Arthur Ayoberd ,Boniface Yaayin ,Collins Dauda Amadu

doi:10.7176/jep/11-21-20

Abstract

The purpose of this study was to investigate the effects of pre-service teachers’ chemistry perceptions on their academic achievement. The study was hinged on the behaviourist and constructivist methodologies of perception studies. The study employed a quantitative research method by using students’ end of first semester chemistry examination results as the measure of chemistry achievement and a survey questionnaire (Chemistry Perception Questionnaire (CPQ), which was a Likert-type questionnaire. Data from end of first semester examination and CPQ were collected from 72 Level 200 and 60 Level 300 elective science pre-service teachers’ of Tamale College of Education. Pearson’s moment correlation was run separately for the perceptions and academic achievements of the pre-service teachers. The findings of the study reveal that there is a negative correlation between the perceptions held by pre-service science teachers of Tamale College of Education about the chemistry curriculum and their academic achievement (r= -0.046 and r= -0.078 for Levels 200 and 300 students respectively). This means that as their perceptions deepened, their academic achievement decreased. The study also revealed that the polarity of perception statements does not significantly affect the correlation coefficient. It is however, very imperative to combine both negative and positive statements in order to reduce acquiescence bias. In conclusion, chemistry educators must seek to resolve students’ perceptual difficulties as it is very crucial in setting the tone for their academic progression in excellence. Keywords: Pre-service Teachers, Chemistry perception, Polarity of perception questions, Achievement DOI : 10.7176/JEP/11-21-20 Publication date :July 31st 2020

Highlights

The goal of science teaching is to produce scientifically literate persons, good problem solvers, having the ability to think creatively and having both the confidence and competence to participate fully in local and global matters (National Council for Curriculum and Assessment (NaCCA), 2019)
Data from end of first semester examination and CPQ were collected from Level 200 and Level 300 elective science pre-service teachers’ of Tamale College of Education
This study revealed that there is a negative correlation between the perceptions held by Pre-service science teachers of Tamale College of Education about the chemistry curriculum and their academic achievement (r= -0.046 and r= -0.078 for Levels 200 and 300 students respectively)

Summary

Introduction

The goal of science teaching is to produce scientifically literate persons, good problem solvers, having the ability to think creatively and having both the confidence and competence to participate fully in local and global matters (National Council for Curriculum and Assessment (NaCCA), 2019). From Benjamin Bloom’s taxonomies of educational objectives and other educational researchers point of view, learning outcomes are looked at in three important domains; affective, cognitive and psychomotor (Mensah & Appiah, 2015). It is important to note that many educational systems over the world reward outputs of the cognitive domains to the disadvantage of the affective and psychomotor domains. Assessment of students’ learning and placement programs are geared towards rewarding students with the greater ability (brain power) to rehearse and recall contents and sometimes little application of content to everyday situations. In Ghana and most Anglophone West African countries, the student’ cognitive ability in scoring higher marks forms the basis for their enrollment into certain prestigious science oriented courses like Medicine, Pharmacy and Engineering, without recourse to the students’ interest, motivation, competencies and passion for the programme of study. Parents and guardians coerce their wards to train for certain professions their wards have no passion for

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