R&P Entries
Articles in Journals
Wilson, K. B. (2014). Impact of Emerging Technologies on Education and the Personal Experiences of Teacher-Trainees. Journal of Education and Practice, 5,
Abstract
Over the years UEW have made advances to strategize for the integration of Information Communication Technology (ICT) across its curriculum. This strategy stipulates that every registered first year student takes a compulsory ICT course. The contents of this course includes: Basic Computer/Technology Operations and Concepts; Personal and Professional Use of Technology and Application of Technology in Instruction. However, recently through a partnership with Partnership for Higher Education in Africa (PHEA) in conjunction with South African Institute for Distance Education (SAIDE), UEW has embarked on innovative uses of ICT such as a blended learning model, which combines face-to-face lecture with online learning activities as the preferred model for teaching and learning. This study used a blend of quantitative and qualitative methods to collect empirical data. The quantitative data was analysed using simple means and standard deviation. Responses from the qualitative data were analysed under themes. Findings from the study showed that teacher-trainees’ received technical support to use the online learning management system (LMS). The main findings of the study showed that: 1. A number of teacher-trainees’ access technology for academic and non-academic activities; 2. Use of the social media is popular among teacher-trainees’ however, using it to support learning is still a challenge; 3. A number of teacher-trainees’ lack confidence in using technology tools, because of their low technology skills. The lessons drawn from the opportunities and challenges faced by students in the utilization of technology tools could be used to formulate ideas in the deployment of ICT tools and facilities. It is expected that this study will provide useful information to provoke a revolution in technology use in education, learning and research. The results could be a useful reference for the design of ICT curriculum for Teacher Training programmes.
Over the years UEW have made advances to strategize for the integration of Information Communication Technology (ICT) across its curriculum. This strategy stipulates that every registered first year student takes a compulsory ICT course. The contents of this course includes: Basic Computer/Technology Operations and Concepts; Personal and Professional Use of Technology and Application of Technology in Instruction. However, recently through a partnership with Partnership for Higher Education in Africa (PHEA) in conjunction with South African Institute for Distance Education (SAIDE), UEW has embarked on innovative uses of ICT such as a blended learning model, which combines face-to-face lecture with online learning activities as the preferred model for teaching and learning. This study used a blend of quantitative and qualitative methods to collect empirical data. The quantitative data was analysed using simple means and standard deviation. Responses from the qualitative data were analysed under themes. Findings from the study showed that teacher-trainees’ received technical support to use the online learning management system (LMS). The main findings of the study showed that: 1. A number of teacher-trainees’ access technology for academic and non-academic activities; 2. Use of the social media is popular among teacher-trainees’ however, using it to support learning is still a challenge; 3. A number of teacher-trainees’ lack confidence in using technology tools, because of their low technology skills. The lessons drawn from the opportunities and challenges faced by students in the utilization of technology tools could be used to formulate ideas in the deployment of ICT tools and facilities. It is expected that this study will provide useful information to provoke a revolution in technology use in education, learning and research. The results could be a useful reference for the design of ICT curriculum for Teacher Training programmes.
Wilson, K. B., & Acheampong, B. (2014). Implications of Computer Technology in Language Teaching: Accessing CALL in Teacher Education. Journal of US-China Education Review A, 4,
Abstract
Computer-Assisted Language Learning (CALL) offers the language teacher-trainee a variety of activities that when carefully planned as part of the teacher development programme (TDP) will help the learner acquire skills in using technology in teaching a language. This research which is situated in the constructivists theory of learning seeks to examine how language teacher-trainees at teacher education institutions explore the mandatory ICT course they study to support the teaching of language on graduation during their professional training. The study further examines the innovative practices of teacher-trainees to use technology to support their teaching practices. This study which was limited to four teacher education institutions in Ghana used focus-group discussions and self-answering questionnaires with closed-ended items to collect data from teacher-trainees. Using stratified sampling technique to select respondents a total of two hundred and forty (N=240) questionnaires were distributed to teacher-trainees of which two hundred and twenty (n=220) were returned. The collected data from the questionnaires were analysed using frequencies, simple means and cross-tabulations. Issues from the study questioned how we use technology in teaching languages. Experiences from the respondents were varied and numerous. The findings from the study revealed that: 1) teacher-trainees have low technology literacy skills; 2) teacher-trainees are not exploring technology tools available to them to support their personal training; 3) some of the teacher-trainees just want to pass the mandatory ICT course; 4) teacher-trainees have the perception that if you know how to use a computer then that is technology integration. The implications of the findings from this study indicate that technology training should be part of all courses and throughout the entire TDP programme. It is recommended that practicing-teachers also be given frequent training in the use of technology to raise their technology literacy skills level. Finally, it outlines implications for teacher educators.
Computer-Assisted Language Learning (CALL) offers the language teacher-trainee a variety of activities that when carefully planned as part of the teacher development programme (TDP) will help the learner acquire skills in using technology in teaching a language. This research which is situated in the constructivists theory of learning seeks to examine how language teacher-trainees at teacher education institutions explore the mandatory ICT course they study to support the teaching of language on graduation during their professional training. The study further examines the innovative practices of teacher-trainees to use technology to support their teaching practices. This study which was limited to four teacher education institutions in Ghana used focus-group discussions and self-answering questionnaires with closed-ended items to collect data from teacher-trainees. Using stratified sampling technique to select respondents a total of two hundred and forty (N=240) questionnaires were distributed to teacher-trainees of which two hundred and twenty (n=220) were returned. The collected data from the questionnaires were analysed using frequencies, simple means and cross-tabulations. Issues from the study questioned how we use technology in teaching languages. Experiences from the respondents were varied and numerous. The findings from the study revealed that: 1) teacher-trainees have low technology literacy skills; 2) teacher-trainees are not exploring technology tools available to them to support their personal training; 3) some of the teacher-trainees just want to pass the mandatory ICT course; 4) teacher-trainees have the perception that if you know how to use a computer then that is technology integration. The implications of the findings from this study indicate that technology training should be part of all courses and throughout the entire TDP programme. It is recommended that practicing-teachers also be given frequent training in the use of technology to raise their technology literacy skills level. Finally, it outlines implications for teacher educators.
ASANTE, F (2014). FACTORS INFLUENCING INCREASED USAGE OF DEPOT MEDROXYPROGESTERONE ACETATE (DEPO-PROVERA) AMONG WOMEN IN REPRODUCTIVE AGE (WIRA) IN NKAWIE, GHANA. AFRICAN JOURNAL OF INTERDISCIPLINARY STUDIES, 7,
Abstract
The objective of the study was to determine the factors contributing to the increased usage of DMPA among women in reproductive age (WIRA) in Nkawie in the Atwima Nwabiagya District of Ashanti Region, Ghana. A cross sectional study using both quantitative and qualitative approaches was used to determine the factors that may be influencing the increased usage of Depo-Provera among WIRA at the government hospital of the town. About 312 women sampled (52%) were Depo users with 17% of the Depo users being new registrant. About 97% knew of at least one type of contraceptive method available in the country but 36% had not used any of them before. Generally, 71% of all respondents were married and 73% of current Depo users were also married. Forty six percent of respondents had information about Depo from a Health provider with 47% of Depo user’s sampled stating ‘convenience’ as their reason for choosing Depo whiles 28% because of its effectiveness. In conclusion it may be said that, as far as the findings of this study is concerned, women of varied socio-demographic background use Depo-Provera in the Nkawie District. It was however recorded of a possible association between pill users’ age, number of children and their possible likelihood of switching over from the pill to Depo.
The objective of the study was to determine the factors contributing to the increased usage of DMPA among women in reproductive age (WIRA) in Nkawie in the Atwima Nwabiagya District of Ashanti Region, Ghana. A cross sectional study using both quantitative and qualitative approaches was used to determine the factors that may be influencing the increased usage of Depo-Provera among WIRA at the government hospital of the town. About 312 women sampled (52%) were Depo users with 17% of the Depo users being new registrant. About 97% knew of at least one type of contraceptive method available in the country but 36% had not used any of them before. Generally, 71% of all respondents were married and 73% of current Depo users were also married. Forty six percent of respondents had information about Depo from a Health provider with 47% of Depo user’s sampled stating ‘convenience’ as their reason for choosing Depo whiles 28% because of its effectiveness. In conclusion it may be said that, as far as the findings of this study is concerned, women of varied socio-demographic background use Depo-Provera in the Nkawie District. It was however recorded of a possible association between pill users’ age, number of children and their possible likelihood of switching over from the pill to Depo.
Directorate of Health ServicesJun 18, 2015
Esia-Donkoh, K., Eshun, E. S., and Acquaye, V. N. A. (2015). Learning styles and factors affecting learning: Perception of 2013/2014 final year post-diploma sandwich students of the department of basic education, university of education, Winneba (UEW), Ghana. Advances in Social Sciences Research Journal, 2,
Abstract
It has been shown through recent studies that it is very necessary to study learning styles because a match between teaching and learning styles helps to motivate students’ processes of learning, hence, the reason for lecturers to identify their own teaching styles and students’ learning styles to obtain better results in the lecture rooms. This study therefore sought to investigate the learning styles of 2013/2014 final year post-diploma sandwich students of the Department of Basic Education, Winneba, Ghana, and the factors that affect their learning. The descriptive survey design was used for the study. The purposive sampling technique was used to sample all four hundred and) seventy-two final year students who were given a questionnaire each to be filled. However, four hundred and forty-six students filled their questionnaire and returned them to the researchers. One of the findings was that the most preferred learning style of the students was a combination of auditory and visual learning styles. Another finding was that generally, the students agreed that their learning styles were affected by physical and teaching and learning factors. On the other hand, they generally disagreed that environmental and personal factors influenced their learning styles. It was also found out that physical factors greatly affected the learning styles of 2013/2014 final year post-diploma sandwich students of the Department of Basic Education, Winneba, Ghana. Generally, there was no significant difference in the learning style preference of the male and female students. Among the recommendations is that lecturers of the Department of Basic Education, Winneba, Ghana, should endeavour to identify the learning styles of their students in order to adopt teaching styles that will suit the learning needs of the students. Keywords:factors, final year, learning styles, perception, sandwich, students,
It has been shown through recent studies that it is very necessary to study learning styles because a match between teaching and learning styles helps to motivate students’ processes of learning, hence, the reason for lecturers to identify their own teaching styles and students’ learning styles to obtain better results in the lecture rooms. This study therefore sought to investigate the learning styles of 2013/2014 final year post-diploma sandwich students of the Department of Basic Education, Winneba, Ghana, and the factors that affect their learning. The descriptive survey design was used for the study. The purposive sampling technique was used to sample all four hundred and) seventy-two final year students who were given a questionnaire each to be filled. However, four hundred and forty-six students filled their questionnaire and returned them to the researchers. One of the findings was that the most preferred learning style of the students was a combination of auditory and visual learning styles. Another finding was that generally, the students agreed that their learning styles were affected by physical and teaching and learning factors. On the other hand, they generally disagreed that environmental and personal factors influenced their learning styles. It was also found out that physical factors greatly affected the learning styles of 2013/2014 final year post-diploma sandwich students of the Department of Basic Education, Winneba, Ghana. Generally, there was no significant difference in the learning style preference of the male and female students. Among the recommendations is that lecturers of the Department of Basic Education, Winneba, Ghana, should endeavour to identify the learning styles of their students in order to adopt teaching styles that will suit the learning needs of the students. Keywords:factors, final year, learning styles, perception, sandwich, students,
Esia-Donkoh, K. and Ofosu-Dwamena, E. (2014). Effects of educational supervision on professional development: Perception of public basic school teachers at Winneba, Ghana. British Journal of Education, 2,
Abstract
ABSTRACT Educational supervision is very vital in the professional development of teachers. The study therefore aims at investigating the perception of public basic school teachers at Winneba, Ghana, on educational supervision in relation to their professional development. In all, 106 teachers of the public basic schools in Winneba who had spent at least a year at their respective schools were randomly selected and used for the study. The questionnaire was used to collect the data. One key finding from the study is that generally, majority of the teachers perceived educational supervision as having a positive impact on their professional development in terms of developing experience; curriculum, teaching methods and materials; classroom management; characteristics of pupils; and assessment. They also perceive educational supervision as helping to identify the needs of teachers and accordingly, plans professional development activities. Another finding is that educational supervisors highlight the strengths of teachers’ performance and encourage them to reflect on their challenges through which solutions are found to overcome them. More so, there is no significant difference in the views of male and female teachers of public basic schools at Winneba, in terms of developing their experiences, classroom management, characteristics of the pupils they teach, and assessment techniques. However, there is a significant difference in their responses in terms of curriculum, teaching methods and materials. The study, therefore, recommends that frequent and effective professional development activities should be organized by educational supervisors to enable teachers identify and develop their strengths, and address their weaknesses. Also, educational supervisors should not be interested in finding faults of teachers but more importantly, dialogue with teachers to identify their strengths and weaknesses in order to improve on their professional knowledge, skills and experiences. KEY WORDS: perception, educational supervision, professional development, public, basic schools, teachers
ABSTRACT Educational supervision is very vital in the professional development of teachers. The study therefore aims at investigating the perception of public basic school teachers at Winneba, Ghana, on educational supervision in relation to their professional development. In all, 106 teachers of the public basic schools in Winneba who had spent at least a year at their respective schools were randomly selected and used for the study. The questionnaire was used to collect the data. One key finding from the study is that generally, majority of the teachers perceived educational supervision as having a positive impact on their professional development in terms of developing experience; curriculum, teaching methods and materials; classroom management; characteristics of pupils; and assessment. They also perceive educational supervision as helping to identify the needs of teachers and accordingly, plans professional development activities. Another finding is that educational supervisors highlight the strengths of teachers’ performance and encourage them to reflect on their challenges through which solutions are found to overcome them. More so, there is no significant difference in the views of male and female teachers of public basic schools at Winneba, in terms of developing their experiences, classroom management, characteristics of the pupils they teach, and assessment techniques. However, there is a significant difference in their responses in terms of curriculum, teaching methods and materials. The study, therefore, recommends that frequent and effective professional development activities should be organized by educational supervisors to enable teachers identify and develop their strengths, and address their weaknesses. Also, educational supervisors should not be interested in finding faults of teachers but more importantly, dialogue with teachers to identify their strengths and weaknesses in order to improve on their professional knowledge, skills and experiences. KEY WORDS: perception, educational supervision, professional development, public, basic schools, teachers
Essuman, S. O. , Appiah-Boateng, P. (2014). Maintaining an Effective Online Learning Environment and the Role of the E-Tutor: The University of Education, Winneba Experience. Journal of Education and Training, 2,
Abstract
Understanding the importance of the changing role of tutors about the skills needed to achieve an effective online teaching and learning is paramount to a successful online course and programme at large. This paper explores the new roles and responsibilities of some faculty members of the University of Education, Winneba (UEW), who have been engaging in online tutoring activities for two years. There is an increasing quest to bring everyone on board for the growing interest in e-learning at UEW. However much is not known about the experiences of e-tutors regarding the roles they have been playing in online facilitation. The successful stories, the challenges and what mechanisms exist for improving the practice are very key. In the paper, we discuss the success factors and challenges and approaches required to support lecturers. A qualitative approach using a semi-structured interview guide was employed in collecting data from ten (10) purposively sampled lecturers who teach different courses at UEW. Among the key findings are that it is the tutors’ role to initiate the learning processes, moderate students’ participation and lead students in discovery mode of learning. Further, as managers and leaders in the learning process they bring students together through group work and other forms of social interaction. However, it emerged that special support and communication systems should be established for both tutors and students to enable them interact effectively. There is the need to provide tutors with continuous professional training and counseling as most of them are new to this mode of education delivery. Again, it emerged that there is ample opportunity to give diverse materials to students to read before any interaction either face-to-face or online. It was proposed that potential tutors should be IT savvy, sharpen their skills and think within an IT context. It is recommended that there should be motivation and recognition for lecturers who tutor online since this mode of teaching is time consuming and very demanding. Keywords: e-learning, online tutoring, e-tutor, tutoring skills
Understanding the importance of the changing role of tutors about the skills needed to achieve an effective online teaching and learning is paramount to a successful online course and programme at large. This paper explores the new roles and responsibilities of some faculty members of the University of Education, Winneba (UEW), who have been engaging in online tutoring activities for two years. There is an increasing quest to bring everyone on board for the growing interest in e-learning at UEW. However much is not known about the experiences of e-tutors regarding the roles they have been playing in online facilitation. The successful stories, the challenges and what mechanisms exist for improving the practice are very key. In the paper, we discuss the success factors and challenges and approaches required to support lecturers. A qualitative approach using a semi-structured interview guide was employed in collecting data from ten (10) purposively sampled lecturers who teach different courses at UEW. Among the key findings are that it is the tutors’ role to initiate the learning processes, moderate students’ participation and lead students in discovery mode of learning. Further, as managers and leaders in the learning process they bring students together through group work and other forms of social interaction. However, it emerged that special support and communication systems should be established for both tutors and students to enable them interact effectively. There is the need to provide tutors with continuous professional training and counseling as most of them are new to this mode of education delivery. Again, it emerged that there is ample opportunity to give diverse materials to students to read before any interaction either face-to-face or online. It was proposed that potential tutors should be IT savvy, sharpen their skills and think within an IT context. It is recommended that there should be motivation and recognition for lecturers who tutor online since this mode of teaching is time consuming and very demanding. Keywords: e-learning, online tutoring, e-tutor, tutoring skills
Essuman, S. O. (2015). Exploring the Reflective Learning Experiences of Basic School Teachers during the use of Open Educational Resources. Journal of Education and Training, 2,
Abstract
This paper looks at the reflective learning experiences of primary school teachers, who were encouraged to engage in reflective activities as a way of improving their pedagogical practice during the use of Open Educational Resources (OER). The assumption of the study was that OERs have the potential to improve teachers’ pedagogical content knowledge and skills, as well as their networking and collaborative activities and impact on their professional practice. Ten (10) out of forty-two (42) primary school teachers, who participated in a training workshop focused on the use of OER, were purposively sampled to keep a reflective journal of their learning experiences and share the outcomes with their colleagues. Interviews were used in collecting data from the cohort. Using phenomenology as a methodology and content analysis as a tool for analyzing the data collected, the ‘stories’ of these teachers were analyzed manually and presented in a report at a seminar. The findings indicated that teachers acknowledged the added values that OER have had on their pedagogical practice; the influence that the new knowledge and skills have had on students' learning and the enthusiasm that students exhibited when active learning strategies were used in teaching. However, the reflective learning elements that teachers were expected to exhibit in their writing were lacking. The deep thinking and learning from their critical analysis of their experiences were not evident in their responses. It is recommended that sessions on reflective teaching, learning and writing should be incorporated into pre- and in-service teachers' training sessions. Skill building in reflective writing and learning should be introduced to teachers early in practice and during training for them to build the culture of reflection in teaching. Keywords: reflective learning, open educational resources, professional practice, pedagogical concepts
This paper looks at the reflective learning experiences of primary school teachers, who were encouraged to engage in reflective activities as a way of improving their pedagogical practice during the use of Open Educational Resources (OER). The assumption of the study was that OERs have the potential to improve teachers’ pedagogical content knowledge and skills, as well as their networking and collaborative activities and impact on their professional practice. Ten (10) out of forty-two (42) primary school teachers, who participated in a training workshop focused on the use of OER, were purposively sampled to keep a reflective journal of their learning experiences and share the outcomes with their colleagues. Interviews were used in collecting data from the cohort. Using phenomenology as a methodology and content analysis as a tool for analyzing the data collected, the ‘stories’ of these teachers were analyzed manually and presented in a report at a seminar. The findings indicated that teachers acknowledged the added values that OER have had on their pedagogical practice; the influence that the new knowledge and skills have had on students' learning and the enthusiasm that students exhibited when active learning strategies were used in teaching. However, the reflective learning elements that teachers were expected to exhibit in their writing were lacking. The deep thinking and learning from their critical analysis of their experiences were not evident in their responses. It is recommended that sessions on reflective teaching, learning and writing should be incorporated into pre- and in-service teachers' training sessions. Skill building in reflective writing and learning should be introduced to teachers early in practice and during training for them to build the culture of reflection in teaching. Keywords: reflective learning, open educational resources, professional practice, pedagogical concepts
Ngman-Wara, E., Tachie T. Y.,& Mawusi, S. K. (2015). Assessing the in-service needs of basic school natural science teachers in New Juaben Municipality. American Journal of Educational Research, 3,
Abstract
This study investigated in-service needs of basic school Natural Science teachers in the New Juaben Municipality in the Eastern Region of Ghana. The study was to ascertain the in-service needs of 234 Natural Science teachers across gender. A questionnaire was used to collect data on the teachers’ feedback on eight dimensions of science teachers’ needs: generic pedagogical knowledge and skills, knowledge and skills in science subjects, managing and delivering science instruction, diagnosing and evaluating students, planning science instruction, administering science instructional facilities and equipment, integration of multimedia technology and the use of English language in science instruction. Data were descriptively analyzed, followed by chi square analysis. Results of the descriptive analysis demonstrate that the topmost in-service needs of Natural Science teachers were the acquisition of knowledge and skills in science subjects, generic pedagogical knowledge and skills and planning of science instruction. The chi square analysis did not yield significant association between gender and science teachers’ needs in all dimensions except knowledge and skills in science subjects. It was recommended among others that in-service organisers need to assess the in-service needs of participants before providing INSET services.
This study investigated in-service needs of basic school Natural Science teachers in the New Juaben Municipality in the Eastern Region of Ghana. The study was to ascertain the in-service needs of 234 Natural Science teachers across gender. A questionnaire was used to collect data on the teachers’ feedback on eight dimensions of science teachers’ needs: generic pedagogical knowledge and skills, knowledge and skills in science subjects, managing and delivering science instruction, diagnosing and evaluating students, planning science instruction, administering science instructional facilities and equipment, integration of multimedia technology and the use of English language in science instruction. Data were descriptively analyzed, followed by chi square analysis. Results of the descriptive analysis demonstrate that the topmost in-service needs of Natural Science teachers were the acquisition of knowledge and skills in science subjects, generic pedagogical knowledge and skills and planning of science instruction. The chi square analysis did not yield significant association between gender and science teachers’ needs in all dimensions except knowledge and skills in science subjects. It was recommended among others that in-service organisers need to assess the in-service needs of participants before providing INSET services.
Ngman-Wara, E. I. D. (2015). Ghanaian Junior High School Science Teachers’ Knowledge of Contextualised Science Instruction. Journal of Curriculum and Teaching, 4,
Abstract
The purpose of the study was to investigate Junior High School science teachers’ knowledge about contextualised science instruction. The study employed descriptive survey design to collect data. A test, Test of Science Teacher Knowledge of Contextualised Science Instruction was developed and administered to collect data on teachers’ knowledge of contextualised science instruction from 204(180 males and 24 females) Junior High School science teachers. Descriptive and correlational data analyses were performed on the data collected. Some key findings that emerged in the study were: Majority of the teachers’ knowledge about contextualised science instruction was weak but correlated positively and significantly with their highest professional qualification. A number of recommendations were made to the Ministry of education and Ghana Education Service: A policy statement should be made in the curriculum to indicate that science teaching should be contextualised. Another policy should be fashioned to compel institutions that train science teachers to include contextualisation of science instruction in their science methodology courses.
The purpose of the study was to investigate Junior High School science teachers’ knowledge about contextualised science instruction. The study employed descriptive survey design to collect data. A test, Test of Science Teacher Knowledge of Contextualised Science Instruction was developed and administered to collect data on teachers’ knowledge of contextualised science instruction from 204(180 males and 24 females) Junior High School science teachers. Descriptive and correlational data analyses were performed on the data collected. Some key findings that emerged in the study were: Majority of the teachers’ knowledge about contextualised science instruction was weak but correlated positively and significantly with their highest professional qualification. A number of recommendations were made to the Ministry of education and Ghana Education Service: A policy statement should be made in the curriculum to indicate that science teaching should be contextualised. Another policy should be fashioned to compel institutions that train science teachers to include contextualisation of science instruction in their science methodology courses.
Ngman-Wara, E. & Acquah, S. (2015). Ghanaian Junior High School science teachers' reflections on the use of Tessa secondary science Modules. American Journal of Educational Research, 3,
Abstract
The study investigated in-service Junior High School science teachers’ reflections on the use of TESSA secondary science modules. The sample consisted of 34(8 females and 26 males) Junior High School science teachers in Winneba in Central Region of Ghana. Descriptive survey with mixed methods approach was used to collect data using questionnaire and focus group discussion as data collection instruments. The quantitative data collected were analysed through frequency counts and simple percentages while thematic approach was used to analyse the qualitative data. Among other findings, majority of the participants reported that the use of the TESSA resources provided innovative ways of presenting science lessons to their pupils. Also, the participants indicated that their pupils enjoyed and fully participated in these lessons. These notwithstanding, 94 % (32) of participants reported among other things that, accessibility of hard copies of resources would be a challenge to them since most schools did not have ICT tools from which they could print out materials. It is therefore recommended that copies of TESSA secondary science modules be made available in all schools for effective implementation by teachers.
The study investigated in-service Junior High School science teachers’ reflections on the use of TESSA secondary science modules. The sample consisted of 34(8 females and 26 males) Junior High School science teachers in Winneba in Central Region of Ghana. Descriptive survey with mixed methods approach was used to collect data using questionnaire and focus group discussion as data collection instruments. The quantitative data collected were analysed through frequency counts and simple percentages while thematic approach was used to analyse the qualitative data. Among other findings, majority of the participants reported that the use of the TESSA resources provided innovative ways of presenting science lessons to their pupils. Also, the participants indicated that their pupils enjoyed and fully participated in these lessons. These notwithstanding, 94 % (32) of participants reported among other things that, accessibility of hard copies of resources would be a challenge to them since most schools did not have ICT tools from which they could print out materials. It is therefore recommended that copies of TESSA secondary science modules be made available in all schools for effective implementation by teachers.
