THE IMPACT OF GHANAIAN JUNIOR HIGH SCHOOL SCIENCE TEACHERS’CURRICULUM KNOWLEDGE ON PUPILS PERFORMANCE IN ABURA ASEBU KWAMANKESE DISTRICT

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.