Chemistry Teachers’ Knowledge of Teaching and Assessment of Senior High School Students
The Ghana Education Service has employed two categories of chemistry teachers who are expected to deliver in line with a set standard of teaching and assessment. The study investigated professionally trained chemistry teachers and untrained chemistry teachers using Shulman’s PCK model. The study investigated their knowledge of teaching and assessment. A multi-case study design was used to investigate multiple knowledge domains of chemistry teachers in senior high schools within the Tamale Metropolis in the Northern Region. One hundred fifty chemistry students and 12 chemistry teachers were selected through a random sampling technique, and in one of the schools, a convenient sampling technique was utilised. The study employed questionnaires, interviews, and classroom observation to solicit data from the participants. The quantitative data gathered was analysed by employing descriptive statistics and paired sample t-tests. The qualitative data was analysed by developing common themes and patterns in the respondents’ responses. Comparatively, the findings revealed that the professionally trained chemistry teachers exhibited higher knowledge of teaching and assessment in chemistry than the untrained chemistry teachers. Case-by-case analysis and comparison of the findings indicated that some untrained chemistry teachers exhibited higher knowledge in teaching and assessment than some of the professionally trained chemistry teachers. It was therefore recommended that colleges of education and universities that train teachers should concentrate on the pedagogical development of chemistry teacher trainees. Content knowledge alone would not ensure professional teaching of chemistry. Ghana Education Service, in collaboration with other governmental and non-governmental agencies, should periodically organise workshops and seminars for in-service chemistry teachers’ professional development to be trained in modern pedagogical trends. In-service chemistry teachers should be given opportunities for further studies to learn and discover emerging methods and strategies for teaching chemistry
Abukari, M. A., Bayuo, J., Alagbela, A. A., & Bornaa, C. S. (2022). Pedagogical Content Knowledge of Science Tutors and Its Influence on Their Trainees. Contemporary Mathematics and Science Education, 3(1), 22. https://doi.org/10.30935/conmaths/xxxx
Adu-Yeboah, C., & Kwaah, C. Y. (2018). Preparing Teacher Trainees for Field Experience: Lessons from the On-Campus Practical Experience in Colleges of Education in Ghana. SAGE Open, 8(4). https://doi.org/10.1177/2158244018807619
Agbidye, A., & Ukor, D. D. (2015). Identification of the Training Needs of Basic Science Teachers in Benue State, Nigeria.
Arrigo, V., Lorencini Júnior, Á., & Broietti, F. C. D. (2022). The Pedagogical Content Knowledge (PCK) of a Chemistry Student Teacher: An Experience in Pre-Service Education. International Journal of Research in Education and Science, 8(1), 167–186. https://doi.org/10.46328/ijres.2560
Barineka N. J. (2012). Teachers Competence and Students’ Academic Performance in Senior Secondary Schools Chemistry: Is there any Relationship? Global Journal of Educational Research, 11(1), 15–18. https://doi.org/10.4314/gjedr.v11i1.3
Bayram-Jacobs, D., Henze, I., Evagorou, M., Shwartz, Y., Aschim, E. L., Alcaraz-Dominguez, S., Barajas, M., & Dagan, E. (2019). Science teachers’ pedagogical content knowledge development during enactment of socioscientific curriculum materials. Journal of Research in Science Teaching, 56(9), 1207–1233. https://doi.org/10.1002/tea.21550
Bodner, George. (1986). Constructivism: A Theory of Knowledge. Journal of Chemical Education. 63. 10.1021/ed063p873.
Canals, L. (2017). Instruments for gathering data. In Qualitative approaches to research on plurilingual education / Enfocaments qualitatius per a la recerca en educació plurilingüe / Enfoques cualitativos para la investigación en educación plurilingüe (pp. 390–401). Research-publishing.net. https://doi.org/10.14705/rpnet.2017.emmd2016.637
Etulle, C. C., Mae, N., Fuentes, J., Monge, C. D., Perez, P. S., Rose, B., Sorote, L., Mar, J., & Sanchez, P. (2023). Assessment Practices of Chemistry Teachers in the New Normal in the Visayas. Philippines Eur. Chem. Bull, 2023(7). https://doi.org/10.48047/ecb/2023.12.7.147
Fauth, B., Decristan, J., Decker, A. T., Büttner, G., Hardy, I., Klieme, E., & Kunter, M. (2019). The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality. Teaching and Teacher Education, 86. https://doi.org/10.1016/j.tate.2019.102882
Fischer, H. E., Borowski, A., & Tepner, O. (2012). Professional knowledge of science teachers. In Second International Handbook of Science Education (pp. 435–448). Springer Netherlands. https://doi.org/10.1007/978-1-4020-9041-7_30
Hein, G. E. (1991). Constructivist Learning Theory. Paper presented at the CECA (International Committee of Museum Educators) Conference, Jerusalem Israel, 15-22 October 1991, 1-10.
James O. O. (2018). Teachers’ Professional Attitudes and Students’ Academic Performance in Secondary Schools in Ilorin Metropolis of Kwara State. http://nau.edu/COE/eJournal/
Kuerbis, P., Loving, C. C., & Roychoudhury, A. (1997). Professional knowledge standards for science teacher educators. https://www.researchgate.net/publication/295576801
Lee Shing, C., Mohd Saat, R., Heng Loke, S., Pendidikan Guru Kampus Tun Abdul Razak, I., & chien, S. (2013). The Knowledge of Teaching-Pedagogical Content Knowledge (PCK).
Marifa, H. A., Abukari, M. A., Samari, J. A., Dorsah, P., & Abudu, F. (2023). Chemistry teachers’ pedagogical content knowledge in teaching hybridisation. Pedagogical Research, 8(3), em0162. https://doi.org/10.29333/pr/13168
Melo, L., Cañada-Cañada, F., González-Gómez, D., & Jeong, J. S. (2020). Exploring pedagogical content knowledge (Pck) of physics teachers in a colombian secondary school. Education Sciences, 10(12), 1–15. https://doi.org/10.3390/educsci10120362
Ministry of Education Republic of Ghana (2018). The National Teaching Standards (NTS)
Mpinge, H., & Onyango, D. (2023). The Effect of School Internal Environments on Students’ Effective Learning at Maswa District. East African Journal of Education Studies, 6(2), 1–7. https://doi.org/10.37284/eajes.6.2.1207
Murekatete, E., Ndayambaje, I., & Nsabayezu, E. (2022). Effect of Chemistry Teacher’s Commitment on Public Secondary School Student Performance in Chemistry Subject in Nyagatare District, Rwanda. In Journal of Research Innovation and Implications in Education (Vol. 6, Issue 3). Online. www.jriiejournal.com
Ngaji, O., & Amba, J. (2021). An Assessment of Science Teachers’ Utilization of the Knowledge of Test Construction Procedure in Multiple Choice Objective Tests in Secondary Schools in Yalalga, Cross River State. British Journal of Education, 9, 54–62. https://doi.org/10.37745/bje.2013
Ojelade, A., Gbemisola, A. B., Ojelade, I. A., & &aregbesola, B. G. (2012). Teachers’ Experience and Students’ Academic Performances in secondary school chemistry Final Examination in Ido Local Government Area of Ibadan, Nigeria Effects of Multimedia Projector as Instructional Media on Secondary School Students’ Academic Performance in Chemistry View project The Researcher: A Journal of Contemporary Educational Research 36 Teacher’s Experience and Students’ Academic Performances in Secondary School Chemistry Final Examination. https://www.researchgate.net/publication/363432048
Oumaichrispine O. B., & Mairos, D. (2011). Factors Influencing Performance of Students in Chemistry in Public Secondary Schools in Kajiado North District, Kenya. A Research Project Report Submitted in Partial Fulfilment of the Requirements for the Award of Degree of a Master of Arts in Project Planning and Management University of Nairobi.
Oxendine, C., Robinson, J., & Willson, G. (2004). Experiential learning. In M. Orey (Ed.),
Emerging perspectives on learning, teaching, and technology. Retrieved from
Peretz, R., Dori, D., & Dori, Y. J. (2023). Investigating Chemistry Teachers’ Assessment Knowledge via a Rubric for Self-Developed Tasks in a Food and Sustainability Context. Education Sciences, 13(3). https://doi.org/10.3390/educsci13030308
Rebecca, S. (2018). Analysing the Effects of Professional Development Programmes on the Performance of Teachers in the Sagnarigu District. University for Development Studies, Tamale. www.udsspace.uds.edu.gh
Sothayapetch, P., Lavonen, J., & Juuti, K. (2021). Primary school teachers’ interviews regarding pedagogical content knowledge (PCK) and general pedagogical knowledge (GPK). European Journal of Science and Mathematics Education, 1(2), 84–105. https://doi.org/10.30935/scimath/9390
Standard for teachers’ professional development Implementation guidance for school leaders, teachers, and organisations that offer professional development for teachers. (2016).
Seo, K., Park, S., & Choi, A. (2017). Science teachers’ perceptions of and approaches towards students’ misconceptions on photosynthesis: A comparison study between US and Korea. Eurasia Journal of Mathematics, Science and Technology Education, 13(1), 269–296. https://doi.org/10.12973/eurasia.2017.00616a
Sui, A., Leung, M., & Mcgrath, S. (2010). An Effective Learning Model to Support People Development: The Emerging Approach of The Hong Kong Institute for Vocational Education. International Education Studies, 3(4). www.ccsenet.org/ies
Weisman, Dennis. (2012). An Essay on the Art and Science of Teaching. The American economist. 57. 111-125. 10.1177/056943451205700109.
Copyright (c) 2023 Abel Nyimba Najah, Moses Abdullai Abukari, PhD, Thomas Nipielim Tindan, PhD, Patrick Agyei, Isaac Azumah Gonyalug, James Dentu Mensah
This work is licensed under a Creative Commons Attribution 4.0 International License.