Teachers’ familiarity with improvisation techniques in science education: Insights from the Zabzugu District, Ghana

Nassam Inusah; Kwaku Darko Amponsah; Eliot Kosi Kumassah; Emmanuel Adjei-Boateng; Eziekiel Attuquaye Clottey; Heckel Amoabeng Abban; Samuel Kofi Donkor

doi:10.51867/ajernet.6.4.49

Authors

Nassam Inusah University of Ghana
Kwaku Darko Amponsah
kdamponsah@ug.edu.gh
University of Ghana https://orcid.org/0000-0002-7824-6516
Eliot Kosi Kumassah University of Ghana https://orcid.org/0000-0001-6203-4992
Emmanuel Adjei-Boateng University of Ghana https://orcid.org/0000-0003-1786-8116
Eziekiel Attuquaye Clottey University of Education, Winneba, Ghana https://orcid.org/0000-0001-8725-8634
Heckel Amoabeng Abban University of Ghana https://orcid.org/0000-0001-6097-4710
Samuel Kofi Donkor University of Ghana https://orcid.org/0000-0002-0913-609X

Keywords:

Improvisation Techniques, Primary Schools, Resource-Constrained Environments, Science Education, Zabzugu District of Ghana

Abstract

This study examines primary school teachers' proficiency in utilising improvisation techniques for science education in the Zabzugu District of Ghana. In resource-constrained environments, improvisation is a crucial strategy to enhance the quality of science education. This research is grounded in two fundamental theoretical frameworks: Constructivist Learning Theory and Pedagogical Content Knowledge (PCK). Using a descriptive survey design, with a target population of 298, data were collected from 196 primary school teachers across seven circuits in the Zabzugu District through stratified sampling. We analysed the data using SPSS version 25, employing descriptive and inferential statistical techniques to address the study's objectives. The study found that teachers generally demonstrate high familiarity with and enthusiasm for improvisation techniques. However, challenges persist, including limited access to training workshops and resources on improvisation. A positive correlation (r = .376, p < .001, N = 196) was found between teachers' familiarity with improvisation techniques and the challenges they face during implementation, suggesting that as teachers become more knowledgeable, they also become more aware of the complexities involved. The findings highlight the potential of improvisation to bridge resource gaps in science education and underscore the need for enhanced teacher training and support in this area. This research contributes to understanding how improvisation techniques can be leveraged to improve science education in resource-limited settings, with implications for educational policy and practice in Ghana and similar contexts globally. This study concludes that the teachers have proficiency and enthusiasm for improvisation in science education. However, enduring challenges require continuous professional development, enhanced access to resources, and focused support from policymakers to elevate teaching quality in resource-limited settings. Recommendations include practical training, collaborative learning, curriculum integration, and gender equity in resource allocation.

Dimensions

REFERENCES

Abakah, E., Widin, J., & Ameyaw, E. K. (2022). Continuing professional development (CPD) practices among basic schoolteachers in the Central Region of Ghana. Sage Open, 12(2), 21582440221094597.

https://doi.org/10.1177/21582440221094597 DOI: https://doi.org/10.1177/21582440221094597

Adeoye, F. A. (2019). Improvisation in science teaching: Nigerian case study. Nigerian Journal of Science Education, 15(2), 112-124.

Adewara, J. A., & Lawal, R. O. (2015). Teacher improvisation skills and student academic performance in physics in Ilorin Metropolis, Nigeria. African Journal of Educational Studies in Mathematics and Sciences, 11(5), 125-132.

Adu-Gyamfi, K., Donkor, F., & Addo, E. (2016). Teacher support programmes in Ghana and their impact on classroom practices. Journal of Education Development, 15(2), 45-57.

Aina, J. K., & Keith, B. (2015). Science education in Nigeria: An overview. American Journal of Educational Research, 3(12), 1551-1555.

Akyeampong, K. (2017). Teacher preparation in Africa: Lessons from the T-TEL Programme in Ghana. Oxford Review of Education, 43(3), 289-304.

Akyeampong, K., & Rolleston, C. (2013). Improving educational access and quality in Ghana and Kenya: Research, policy, and practice. Comparative Education Review, 57(2), 297-316.

Amponsah, K. D., Adu-Gyamfi, K., Awoniyi, F. C., & Commey-Mintah, P. (2024). Navigating academic performance: Unravelling the relationship between emotional intelligence, learning styles, and science and technology self-efficacy among preservice science teachers. Heliyon, 10(9), e29474. https://doi.org/10.1016/j.heliyon.2024.e29474 DOI: https://doi.org/10.1016/j.heliyon.2024.e29474

Amponsah, K. D., Salifu, I., Yeboah, R., & Commey-Mintah, P. (2024b). Emotional intelligence and academic performance: How does the relationship work among pre-service teachers in Ghana? Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2305557 DOI: https://doi.org/10.1080/2331186X.2024.2305557

Arkorful, V. E., Basiru, I., Anokye, R., Latif, A., Agyei, E. K., Hammond, A., & Abdul-Rahaman, S. (2020). Equitable access and inclusiveness in basic education: Roadblocks to sustainable development goals. International Journal of Public Administration, 43(3), 276-287.

https://doi.org/10.1080/01900692.2019.1627554 DOI: https://doi.org/10.1080/01900692.2019.1627554

Asano, R., Amponsah, K. D., Baah-Yanney, O., Quarcoo, F., & Azumah, D. A. (2021). Using quality teaching and learning resources for effective integrated science education among senior high schools in Ghana. Education Quarterly Reviews, 4(3), 51-63. https://doi.org/10.31014/aior.1993.04.03.317 DOI: https://doi.org/10.31014/aior.1993.04.03.317

Boakye, C., & Ampiah, J. G. (2017). Challenges and solutions: The experiences of newly qualified science teachers. Sage Open, 7(2), 2158244017706710. https://doi.org/10.1177/2158244017706710 DOI: https://doi.org/10.1177/2158244017706710

Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge. https://doi.org/10.4324/9781315456539 DOI: https://doi.org/10.4324/9781315456539

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications.

Darling-Hammond, L. (2010). Teacher education and the American future. Journal of Teacher Education, 61(1-2), 35-47.

https://doi.org/10.1177/0022487109348024 DOI: https://doi.org/10.1177/0022487109348024

Eshiet, I. T. (2014). Teachers' improvisation in science teaching: Challenges and prospects. Science Education Review, 13(4), 298-310.

Eshun, B., Dogbey, G. Y., & Ntim, S. (2018). Teachers' use of improvisation in teaching science in deprived areas of Ghana: A case study of selected schools in the Central Region. International Journal of Educational Research and Development, 10(1), 27-38.

Frykholm, J., & Glasson, G. (2005). Connecting science and mathematics instruction: Pedagogical contexts that enhance student learning. School Science and Mathematics, 105(3), 127-141. https://doi.org/10.1111/j.1949-8594.2005.tb18047.x DOI: https://doi.org/10.1111/j.1949-8594.2005.tb18047.x

Githui, M. W., Koech, P. K., & Thinguri, R. (2021). Influence of teachers' improvisation of heat-producing materials on acquisition of science skills among pre-primary school learners in Kiambu, Kenya. Journal of Education, Society and Behavioural Science, 34(9), 61-70. https://doi.org/10.9734/jesbs/2021/v34i930357 DOI: https://doi.org/10.9734/jesbs/2021/v34i930357

Graham, F. (2022). Challenges of circuit supervisors in supervising underserved public schools in the Awutu Senya West District (Doctoral dissertation, University of Education, Winneba).

Hofstein, A., & Mamlok-Naaman, R. (2007). The laboratory in science education: The state of the art. Chemistry Education Research and Practice, 8(2), 105-107.

https://doi.org/10.1039/B7RP90003A DOI: https://doi.org/10.1039/B7RP90003A

Kambuga, Y. M. (2024). Teacher improvisation skills in enhancing teaching and learning process in pre-primary schools in Tanzania. Futurity Education, 4(1), 98-109.

https://doi.org/10.57125/FED.2024.03.25.06 DOI: https://doi.org/10.57125/FED.2024.03.25.06

Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607-610.

https://doi.org/10.1177/001316447003000308 DOI: https://doi.org/10.1177/001316447003000308

Loughran, J. (2010). What expert teachers do: Enhancing professional knowledge for classroom practice. Routledge.

Moomaw, S. (2024). Teaching STEM in the early years: Activities for integrating science, technology, engineering, and mathematics. Redleaf Press.

Mushimiyimana, D., Kampire, E., & Dushimimana, E. (2022). Impacts of improvised instructional materials on grade nine learners' performance in chemistry. African Journal of Educational Studies in Mathematics and Sciences, 18(1), 127-135.

https://doi.org/10.4314/ajesms.v18i1.10 DOI: https://doi.org/10.4314/ajesms.v18i1.10

Nii Akai Nettey, J., Osei Mensah, R., Asafo-Adjei, R., & Adiza Babah, P. (2024). Analyzing the challenges basic school teachers face in integrating information and communication technology into teaching and learning activities in a developing country. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2364544 DOI: https://doi.org/10.1080/2331186X.2024.2364544

Obodo, A. C., Ani, M. I., & Thompson, M. (2020). Effects of improvised teaching-learning materials on the academic performance of junior secondary school students in Basic Science in Enugu State, Nigeria. IOSR Journal of Research & Method in Education, 10(4), 23-30.

Okebukola, P., & Jegede, O. (2016). Improvisation in science teaching: The Nigerian experience. In Research in science education in Africa: Past, present, and future (pp. 107-119). Routledge.

Okori, O. A., & Jerry, O. (2017). Improvisation and utilization of resources in the teaching and learning of science and mathematics in secondary schools in Cross River State. Global Journal of Educational Research, 16(1), 21-28.

https://doi.org/10.4314/gjedr.v16i1.4 DOI: https://doi.org/10.4314/gjedr.v16i1.4

Olagunju, A. M., & Babajide, V. F. T. (2011). Investigating science teachers' needs for effective improvisation in science teaching. Journal of Science Teacher Education, 22(1), 79-90.

Piaget, J. (2013). The construction of reality in the child. Routledge. https://doi.org/10.4324/9781315009650 DOI: https://doi.org/10.4324/9781315009650

Quansah, R. E., Sakyi-Hagan, N. A., & Essiam, C. (2019). Challenges affecting the teaching and learning of Integrated Science in rural junior high schools in Ghana. Science Education International, 30(4), 329-333. https://doi.org/10.33828/sei.v30.i4.10 DOI: https://doi.org/10.33828/sei.v30.i4.10

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.

https://doi.org/10.17763/haer.57.1.j463w79r56455411 DOI: https://doi.org/10.17763/haer.57.1.j463w79r56455411

Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach's alpha. International Journal of Medical Education, 2(5), 53-55.

https://doi.org/10.5116/ijme.4dfb.8dfd DOI: https://doi.org/10.5116/ijme.4dfb.8dfd

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Yeboah, R., Abonyi, U. K., & Luguterah, A. W. (2019). Making primary school science education more practical through appropriate interactive instructional resources: A case study of Ghana. Cogent Education, 6(1), 1611033.

https://doi.org/10.1080/2331186X.2019.1611033 DOI: https://doi.org/10.1080/2331186X.2019.1611033