Pub Date : 2020-09-13DOI: 10.46606/EAJESS2020V01I02.0033
James Osei Kwabena Mr., Vitus Samlafo Mr., Eric Appiah-Twumasi, Mark Kwasi Acheampong Mr.
The study examined the effect of computer-assisted instruction (CAI) on pre-service teachers' performance in reaction rate concepts. The research employed the quasi-experimental design of a one group pretest-posttest type. A sample of one hundred and fifty (150) pre-service teachers were selected from an accessible population of level hundred (L100) students from the St. Ambrose College of Education at Dormaa Akwamu in the Bono Region of Ghana. Reaction Rate Concept Test (RRCT) was used to gather data for the research. Percentages and Means were used to answer research questions. The results show that the CAI strategy has a positive effect on pre-service teachers' performance on reaction rate concepts. The study again shows that the use of CAI can improve learners' performance in science and can help learners in high-level cognitive performance. CAI strategy proved to be an effective conceptual change teaching strategy in science. Based on the results obtained, it is recommended that science teachers should adopt the CAI and other ICT related strategies in teaching for improved learning outcomes in Chemistry.
{"title":"Effect of Computer Assisted Instruction on Pre-Service Teachers’ Conceptual Change of Chemistry Concepts at St. Ambrose College of Education in Bono Region, Ghana","authors":"James Osei Kwabena Mr., Vitus Samlafo Mr., Eric Appiah-Twumasi, Mark Kwasi Acheampong Mr.","doi":"10.46606/EAJESS2020V01I02.0033","DOIUrl":"https://doi.org/10.46606/EAJESS2020V01I02.0033","url":null,"abstract":"The study examined the effect of computer-assisted instruction (CAI) on pre-service teachers' performance in reaction rate concepts. The research employed the quasi-experimental design of a one group pretest-posttest type. A sample of one hundred and fifty (150) pre-service teachers were selected from an accessible population of level hundred (L100) students from the St. Ambrose College of Education at Dormaa Akwamu in the Bono Region of Ghana. Reaction Rate Concept Test (RRCT) was used to gather data for the research. Percentages and Means were used to answer research questions. The results show that the CAI strategy has a positive effect on pre-service teachers' performance on reaction rate concepts. The study again shows that the use of CAI can improve learners' performance in science and can help learners in high-level cognitive performance. CAI strategy proved to be an effective conceptual change teaching strategy in science. Based on the results obtained, it is recommended that science teachers should adopt the CAI and other ICT related strategies in teaching for improved learning outcomes in Chemistry.","PeriodicalId":103015,"journal":{"name":"July to September 2020","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133323098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-19DOI: 10.46606/eajess2020v01i02.0029
Daniel Kosia Mokoro Mr.
The purpose of this study was to find out the extent to which implementation of competence based curriculum (CBC) is adequately supported by laboratory facilities in public secondary schools in Arumeru District in Tanzania. Convergent parallel mixed method design was applied in the study. The study sampled 111 teachers, 177 students, 9 head of schools and 9 academic masters/mistresses making a total sample size of 306 respondents. Stratified-random sampling technique was used to select students and teachers whereas a purposive sampling technique was used to select heads of schools and academic masters/mistresses. Data were collected using questionnaires, interview guide, observation checklist and focus group discussion (FGD) guide. Data analysis was done using descriptive statistics and thematic analysis. The study established that, laboratory facilities were not adequate in the schools hence it was concluded that, the competence-based curriculum is not effectively implemented in the studied schools due to shortage of laboratory facilities. It was therefore recommended that the government in collaboration with other educational stakeholders should establish the required laboratory facilities for effective implementation of the competence- based in the schools.
{"title":"Adequacy of Laboratory Facilities for Effective Implementation of Competence-Based Curriculum in Public Secondary Schools in Arumeru District, Tanzania","authors":"Daniel Kosia Mokoro Mr.","doi":"10.46606/eajess2020v01i02.0029","DOIUrl":"https://doi.org/10.46606/eajess2020v01i02.0029","url":null,"abstract":"The purpose of this study was to find out the extent to which implementation of competence based curriculum (CBC) is adequately supported by laboratory facilities in public secondary schools in Arumeru District in Tanzania. Convergent parallel mixed method design was applied in the study. The study sampled 111 teachers, 177 students, 9 head of schools and 9 academic masters/mistresses making a total sample size of 306 respondents. Stratified-random sampling technique was used to select students and teachers whereas a purposive sampling technique was used to select heads of schools and academic masters/mistresses. Data were collected using questionnaires, interview guide, observation checklist and focus group discussion (FGD) guide. Data analysis was done using descriptive statistics and thematic analysis. The study established that, laboratory facilities were not adequate in the schools hence it was concluded that, the competence-based curriculum is not effectively implemented in the studied schools due to shortage of laboratory facilities. It was therefore recommended that the government in collaboration with other educational stakeholders should establish the required laboratory facilities for effective implementation of the competence- based in the schools.","PeriodicalId":103015,"journal":{"name":"July to September 2020","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126952764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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