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

Ernest Ngman-Wara^1, and Sakina Acquah¹

¹Department of Basic Education, University of Education, Winneba

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

Abstract

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.

Keywords:
Junior High School science teachers TESSA Modules

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