3,036
Views
0
CrossRef citations to date
0
Altmetric
CURRICULUM & TEACHING STUDIES

The status of biology teaching and learning materials in selected central regional schools, Ghana

ORCID Icon, , &
Article: 2198939 | Received 13 Nov 2021, Accepted 30 Mar 2023, Published online: 05 Apr 2023

References

  • Achimagu, L. (2006). Resource materials for teaching primary science. Proceedings of the 47th Annual conference STAN, Bayelsa State in Nigeria (pp. 134).
  • Ackon, C. E. A. (2014). Challenges associated with science practical lesson organisation in senior high schools in Sekondi-Takoradi. An unpublished M.Ed. Thesis, University of Education,
  • Acquah, S., Adzifome, N. S., & Afful-Broni, A. (2013). Ensuring quality education in Ghana: Experiences of basic school mathematics and science teachers. Journal of Education and Practice, 4(25), 41–14.
  • Addae-Mensah, I. (2000). Education in Ghana: A tool for social mobility or stratification?. In The J. B. Danquah Memorial Lectures, British Council Hall (pp. 93–95). Ghana Academy of Arts and Sciences.
  • Ahorlu, G. (2013). The status of the teaching and learning of biology in selected senior high schools in the Volta Region of Ghana. Unpublished M.Phil. Thesis, University of Education,
  • Amos, S., & Boohan, R. (2002). Aspects of teaching secondary science. Routledge Falmer.
  • Anderson, P. (2007). JISC Technology and standards watch. http://www.jisc.ac.uk/media/documents/techwatch/tsw0701b.pdf.
  • Asare, I. (2010). Using learner-centred instructional approach to improve students’ attitude towards the teaching of science in Colleges of Education in Ghana. Unpublished M.Ed. Thesis, University of Education,
  • Dagbandow, K. (2022). Ghana’s education is in serious crisis and it is pathetic – GNAT. Retrieved May 17, 2022, from https://www.myjoyonline.com/ghanas-education-is-in-serious-crisis-and-it-is-pathetic-gnat/
  • Dampson, D. G., & Ofori, R. (2011). Research Methods and Statistics Using SPSS. Payless Publication Limited.
  • Dzieketey, S. E. (2010). Factors that hinder integrated science practical lessons in selected senior high schools in the Yilo and Manya Krobo districts of the Eastern Region of Ghana. Unpublished M. Phil Thesis, University of Education,
  • Effah, G. Y. (2014). Biology teachers’ attitudes towards teaching science process skills in selected senior high schools in Atebubu- Amantin and Pru Disctricts. An unpublished M.Ed. Thesis, University of Education,
  • 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.
  • Kankam, A. S. (2013). Assessing biology practical lessons in some selected Colleges of Education. Unpublished M.Ed. Thesis, University of Education,
  • Kennedy, E. U. (2009). Teachers’ utilization of instructional resources in teaching basic electricity in rural and urban technical colleges. International Journal of Scientific Research in Education, 2(2), 51–63.
  • Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607–610. https://doi.org/10.1177/001316447003000308
  • Lyons, J. (2002). Workers of tomorrow, education in progress. In Ministry of education and scientific research. Forth Fortis. Fiji.
  • McSharry, G., & Jones, S. (2000). Role-play in science teaching and learning. The School Science Review, 82(298), 73–82.
  • Millar, R. (2004). The role of practical work in the teaching and learning of science, high school science laboratories: Role and vision. National Academy of Sciences.
  • Ministry of Education [M. O. E.]. (2010). Teaching syllabus for biology: Senior high school. Curriculum Research and Development Division (CRDD). Ministry of Education.
  • Ministry of Education [M. O. E.]. (2017). Free SHS Policy. Retrieved May 17, 2022 from, https://moe.gov.gh/free-shs-policy/FreeSHSPolicy-MinistryofEducationmoe.gov.gh
  • Mucherah, W. (2008). Classroom climate and students’ goal structures in high-school biology classrooms in Kenya. Learning Environment Research, 11(1), 63–81. https://doi.org/10.1007/s10984-007-9036-x
  • Nayar, K. A., & Pushpam, K. (2000). Willingness of secondary school teachers of biology to use teaching aids. Quarterly Journal of Science Education, 38(4), 1–7.
  • Orji, A. B. C. (2006). The effect of Greeno and Polya problem-solving models on student’s achievement and interest in physics in senior secondary schools in Abuja metropolis of Federal Capital Territory. National Association for Science, Humanities and Education Research Journal, 6(3), 149–154.
  • Osborne, J., & Collins, S. (2000). Pupils’ and parents’ views of the school science curriculum. King’s College.
  • Owiredu, A. K. (2012). Determining the relationship between process skills of SHS elective biology students and that examined by WAEC. Unpublished M. Phil Thesis, University of Education,
  • Sazi, B. J. (2013). Teachers concerns in implementing curriculum change in senior high schools’ in Zorkor District, Liberia. Unpublished M. Phil Thesis, University of Cape Coast.
  • Tobin, K. G. (Ed.). (1990). The practice of constructivism in science education. AAAS Press.
  • Todzro, G. (2010). A comparative study of biology practical lessons in some selected well-endowed and less-endowed senior high schools in two regions of Ghana. An unpublished M.Phil Thesis, University of Education,
  • Udo, E. U. (2006). Availability, selection and utilization of instructional resources for teaching primary science in Uyo local government education authority, Akwa Ibom State. 47th annual conference of Science Teachers’ Association of Nigeria, Calabar, August 3-7.
  • UNESCO. (2016). Education 2030: Incheon declaration and framework for action for the implementation of sustainable development goal 4. ED-2016/WS/28. http://unesdoc.unesco.org/Ulis/cgi-bin/ulis.pl?catno=245656