ABSTRACT
The study investigated the impact of Junior High School science teachers’ curriculum
knowledge on pupils’ performance. Theory of teachers’ knowledge and constructivist
learning theory formed the framework that guided the study. The study used a mixed
methods design, incorporating both quantitative and qualitative techniques to collect
data. The sample consisted of 59(12 females and 47 males) public Junior High science
teachers. A questionnaire on science teachers’ curriculum knowledge (STCK) and
science teachers assessment practices (STAP) were used to collect quantitative data
while a classroom observation schedule was used to collect qualitative data on
teachers’ classroom science instructional practice (STIP). Some key findings that
emerged in the study were: Majority of the teachers’ have weak science background
knowledge. The teachers’ curriculum knowledge influenced science teachers
instructional and assessment practices thus contributed to the pupils’ poor
performance in science. Also, the Ghanaian JHS science teachers’ curriculum content
knowledge was weak. The JHS science teachers’ preferred teaching method was
teacher-centred instead of learner – centred recommended in the science curriculum
and their form of assessment was assessment of leaning but not assessment for
learning. A number of implications for science teachers’ curriculum knowledge
instruction and assessment practices and its relation to pupils’ academic performance
were made. Recommendations made to the Ministry of education, Ghana Education
Service and science educators includes the consideration of teachers’ background
science curriculum knowledge before assigned to teach science at the junior high
schools but not just a trained teacher.
Resources, A. & APPIAH, A (2021). THE IMPACT OF GHANAIAN JUNIOR HIGH SCHOOL SCIENCE TEACHERS’CURRICULUM KNOWLEDGE ON PUPILS PERFORMANCE IN ABURA ASEBU KWAMANKESE DISTRICT. Afribary. Retrieved from https://afribary.com/works/the-impact-of-ghanaian-junior-high-school-science-teachers-curriculum-knowledge-on-pupils-performance-in-abura-asebu-kwamankese-district
Resources, African Research, and ANTHONY APPIAH "THE IMPACT OF GHANAIAN JUNIOR HIGH SCHOOL SCIENCE TEACHERS’CURRICULUM KNOWLEDGE ON PUPILS PERFORMANCE IN ABURA ASEBU KWAMANKESE DISTRICT" Afribary. Afribary, 10 Mar. 2021, https://afribary.com/works/the-impact-of-ghanaian-junior-high-school-science-teachers-curriculum-knowledge-on-pupils-performance-in-abura-asebu-kwamankese-district. Accessed 28 May. 2022.
Resources, African Research, and ANTHONY APPIAH . "THE IMPACT OF GHANAIAN JUNIOR HIGH SCHOOL SCIENCE TEACHERS’CURRICULUM KNOWLEDGE ON PUPILS PERFORMANCE IN ABURA ASEBU KWAMANKESE DISTRICT". Afribary, Afribary, 10 Mar. 2021. Web. 28 May. 2022. < https://afribary.com/works/the-impact-of-ghanaian-junior-high-school-science-teachers-curriculum-knowledge-on-pupils-performance-in-abura-asebu-kwamankese-district >.
Resources, African Research and APPIAH, ANTHONY . "THE IMPACT OF GHANAIAN JUNIOR HIGH SCHOOL SCIENCE TEACHERS’CURRICULUM KNOWLEDGE ON PUPILS PERFORMANCE IN ABURA ASEBU KWAMANKESE DISTRICT" Afribary (2021). Accessed May 28, 2022. https://afribary.com/works/the-impact-of-ghanaian-junior-high-school-science-teachers-curriculum-knowledge-on-pupils-performance-in-abura-asebu-kwamankese-district