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

Autores

Nassam Inusah University of Ghana
Kwaku Darko Amponsah 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

DOI:

https://doi.org/10.51867/ajernet.6.4.49

Palavras-chave:

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

Resumo

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.

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