American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: Editor-in-chief: Ratko Pavlović
Open Access
Journal Browser
American Journal of Educational Research. 2015, 3(3), 377-382
DOI: 10.12691/education-3-3-17
Open AccessArticle

Ghanaian Junior High Science Teachers’ Reflections on the Use of Tessa Secondary Science Modules

Ernest Ngman-Wara1, and Sakina Acquah1

1Department of Basic Education, University of Education, Winneba

Pub. Date: March 11, 2015

Cite this paper:
Ernest Ngman-Wara and Sakina Acquah. Ghanaian Junior High Science Teachers’ Reflections on the Use of Tessa Secondary Science Modules. American Journal of Educational Research. 2015; 3(3):377-382. doi: 10.12691/education-3-3-17


The study investigated in-service Junior High School science teachers’ reflections on the use of TESSA secondary science modules. The sample consisted of 34(8 females and 26 males) Junior High School science teachers in Winneba in Central Region of Ghana. Descriptive survey with mixed methods approach was used to collect data using questionnaire and focus group discussion as data collection instruments. The quantitative data collected were analysed through frequency counts and simple percentages while thematic approach was used to analyse the qualitative data. Among other findings, majority of the participants reported that the use of the TESSA resources provided innovative ways of presenting science lessons to their pupils. Also, the participants indicated that their pupils enjoyed and fully participated in these lessons. These notwithstanding, 94 % (32) of participants reported among other things that, accessibility of hard copies of resources would be a challenge to them since most schools did not have ICT tools from which they could print out materials. It is therefore recommended that copies of TESSA secondary science modules be made available in all schools for effective implementation by teachers.

Junior High School science teachers TESSA Modules

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit


[1]  Ajibola, M. A. (2008). Innovations and curriculum development for basic education in Nigeria: Policy priorities and challenges of practice and implementation. Research Journal of International Studies, 8, 51-58.
[2]  Chen, Y. L. (2008). A mixed-method study of EFL teachers' Internet use in language instruction. Teaching and Teacher Education,24(4), 1015-1028.
[3]  Curriculum Research Development Division (2012). Teaching syllabus for Science (Junior High School). Accra: Ministry of Education.
[4]  Makandawire, P., Chantelle, R., Jenna, D., Luginaah, I. N., & Tobias, J. (2013). Hepatitis B in Ghana’s Upper West Region: a hidden epidemic in need of national policy attention. Health and Place, 23, 89-96.
[5]  Ngman-Wara, E. N. (2011). Ghanaian Junior High School Science Teachers’ Attitude, Knowledge and Practice of Contextualised Science Instruction. (Unpublished P h.D Thesis), University of Education Winneba, Ghana.
[6]  Ottevanger, W., Van Den Akker, J. & Feiter, L. D. (2005). Developing science, mathematics and ICT (SMICT) in secondary education: Patterns and promising practices. African Region Human Development Working Paper series (SEIA thematic study report No. 7 Sept. 2005.
[7]  Salloum, S. L. & BouJaoude, S. (2008). Careful! It is H2O? Teachers' conceptions of chemicals. International Journal of Science Education, 30(1)33-64.
[8]  Stutchbury, K. & Katabaro, J. (2011). TESSA Secondary Science: addressing the challenges facing science teacher-education in Sub-Saharan Africa. Paper presented in DETA Conference.
[9]  Stutchbury, K. & Ngman-Wara, E. (2012). Developing effective pedagogy: the theory behind the TESSA Secondary Science project. A paper presented in: 56 th ICET World Assembly: The global perspective on the role of teacher and teacher education, 10-12 July, 2012, University of Cape Coast, Ghana.
[10]  UNDP (2011). Millennium Development Goals. Accessed 5th May 2011 from
[11]  Vågan, A. & Heggen, K. (2013): Contextualisation and learning: A comparative study of student teachers and student nurses, Journal of Education and Work, Retrieved 1/7/2013.
[12]  Verspoor, A. (2008). At the Crossroads: choices for secondary education in Sub-Saharan Africa. Washington: The World Bank.
[13]  Watson, R. & Manning, A. (2008). Factors influencing the transformation of new teaching approaches from a programme of professional development to the classroom. International Journal of Science Education, 30(5), 689-709.
[14]  Wilkinson, S. (2006). Focus Group Research in Qualitative Research: Theory, Method and Practice. London: Sage.