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Senior high school chemistry teachers’ knowledge and use of group work as a teaching strategy

Journal of Mathematics and Science Teacher, 2024-01, Vol.4 (2), p.em062

2024. This work is published under https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;EISSN: 2752-6054 ;DOI: 10.29333/mathsciteacher/14410

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  • Title:
    Senior high school chemistry teachers’ knowledge and use of group work as a teaching strategy
  • Author: Abudu, Fatao ; Ayoberd, Samuel Arthur ; Huaru Alhassan Marifa
  • Subjects: Teaching methods
  • Is Part Of: Journal of Mathematics and Science Teacher, 2024-01, Vol.4 (2), p.em062
  • Description: The study investigated the knowledge of chemistry teachers in using group work as a teaching strategy in teaching chemistry at the senior high schools (SHSs) in Ahafo and Bono Regions of Ghana. The sequential explanatory mixed method design was adopted for the study. All 58 chemistry teachers in the 20 purposively sampled SHSs participated in the study. A structured questionnaire, interview guide and an observation checklist were the research instruments. The descriptive techniques used for the analysis of data were percentages, means and standard deviation while Chi-square used for inferential analysis. The results revealed that a statistically significant number of chemistry teachers were knowledgeable in the use of the cooperative teaching strategies but adopted it occasionally based on unavailability of time and resources. The study recommended in-service training and workshops be organized on the impact of group work as a teaching strategy to enhance chemistry teachers understanding and motivation to use group work more frequently in their teachings. This promotes active learning among students through debates, questioning and discussions.
  • Publisher: East Sussex
  • Language: English
  • Identifier: EISSN: 2752-6054
    DOI: 10.29333/mathsciteacher/14410
  • Source: ProQuest Central
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