Factors impinging on science teaching and learning at the College of Education in Ghana
A mixed method study
DOI:
https://doi.org/10.32674/hq94mm69Keywords:
Colleges of Education, Educational Resources, Instructional Time, Integrated Science, Teacher Trainees, Science EducationAbstract
This study examined institutional, instructional, and resource-related factors affecting the teaching and learning of Integrated Science in Ghanaian Colleges of Education. Using a sequential explanatory mixed-methods design, data were collected from 543 teacher trainees, 33 tutors, and 36 administrators across six colleges through questionnaires, interviews, and focus groups. Quantitative findings identified insufficient instructional time, limited teaching and learning resources, and inadequate practical opportunities as major challenges, whereas syllabus coverage, assessment techniques, and tutors’ beliefs had limited influence. Qualitative findings expanded these results by revealing inadequate laboratories, obsolete equipment, and competing co-curricular activities that constrained science instruction. Integrated findings showed that lecturers and administrators adopted adaptive strategies such as demonstrations, improvisation of materials, and the use of national service personnel despite persistent institutional constraints. The study concludes that improving instructional time, infrastructure, and practical resources is essential for strengthening science teacher education in Ghana.
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