Chemistry lecturers’ knowledge of and attitudes towards the four-year Bachelor of Education chemistry curriculum in colleges of education in the northern zone of Ghana

Collins Dauda Amadu; Ernest  Ngman-Wara

doi:10.51867/ajernet.7.4.104

Authors

Collins Dauda Amadu Tamale College of Education https://orcid.org/0009-0009-8189-2832
Dr. Ernest Ngman-Wara University of Education, Winneba, Ghana. https://orcid.org/0000-0003-4950-7809

DOI:

https://doi.org/10.51867/ajernet.7.4.104

Keywords:

Attitude, Bachelor of Education, Chemistry Lecturers, Chemistry Curriculum, Knowledge

Abstract

This study examined chemistry lecturers’ knowledge and attitudes towards the implementation of the new four-year Bachelor of Education (B.Ed.) chemistry curriculum in Colleges of Education (CoEs) in the Northern Zone of Ghana. The study was guided by Diffusion of Innovation theory and adopted a descriptive survey design within a pragmatic paradigm, using a mixed-methods approach. The study involved 14 chemistry lecturers purposively selected from five science and mathematics Colleges of Education in the Northern Zone. Quantitative data were collected using a questionnaire, while qualitative data were obtained through semi-structured interviews with five volunteer participants. The quantitative data were analysed using means and standard deviations, while thematic analysis was used to analyse the interview transcripts and triangulate the questionnaire findings. The results revealed that the lecturers had high overall knowledge of the new curriculum (M = 3.50, SD = 1.13), particularly its general provisions, aims, and instructional strategies. However, their knowledge of the prescribed assessment strategies was moderate (M = 3.39, SD = 0.71). Despite their relatively high curriculum knowledge, the lecturers demonstrated an overall negative attitude towards the curriculum (M = 2.51, SD = 0.72). Interview findings attributed their concerns to inadequate teaching and learning resources, delays in procuring materials, limited time for practical activities, and dissatisfaction with curriculum monitoring procedures. The study concludes that curriculum knowledge alone may not guarantee effective implementation without adequate institutional support and constructive stakeholder engagement. It recommends strengthening professional development, improving the availability of instructional resources, allocating sufficient time for practical activities, and adopting collaborative approaches to curriculum monitoring.

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Author Biography

Dr. Ernest Ngman-Wara , University of Education, Winneba, Ghana.

Senior lecturer, Department of Integrated Science Education, University of Education, Winneba. He specialises in integrated science, biology, and development studies.

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