Tutors’ Perspectives of Factors Affecting the Implementation of the Four-Year Bachelor of Education Science Curriculum in the Colleges of Education in Ghana

Abstract

This study examined the factors affecting the implementation of the four-year bachelor of education (B.Ed) science curriculum in the colleges of education in Ghana. The study was a qualitative one that focused mainly on the account of science tutors who have been implementing the new curriculum since its inception in 2018. Data were collected from 2 colleges of education in the Tamale Metropolis in the Northern Region. The instrument used in collecting data was an observation checklist, which focused on the facilities in the colleges for effective implementation in relation to the benchmarks set by Rogan and Grayson's (2003) Framework for Science Curriculum Implementation. The other instrument was a semi-structured interview guide, which sought to find out the tutors' perspectives regarding the issue affecting the implementation. The study found that the college tutors have had some support, such as workshops, seminars and materials from external agencies for the implementation of the curriculum. However, the colleges lacked critical facilities such as well-equipped laboratories and libraries. The tutors recounted several challenges, such as heavy workload, lack of motivation, and unstable academic calendars, among others, which adversely affected the successful implementation of the curriculum. The study recommended that the science laboratories and libraries should be properly resourced to ensure effective teaching and learning of science. Furthermore, the study urged the Ghanaian Government to provide the needed infrastructure, such as dormitories and classrooms, to end the multi-phased semester system that interrupts academic work in the colleges of education.