Extent of Implementation and Challenges of Inquiry-based Science Teaching and Learning in Junior High Schools in Four Ghanaian Districts and Municipalities

Abstract

This study sought, to investigate extent of implementation of inquiry-based science teaching and learning in junior high schools and some challenges confronting it. I employed multistage sampling procedure to select 503 students, 308 science teachers, 12 head teachers, four circuit supervisors, three science coordinators, three deputy directors and a director of education from four districts and municipalities in central region of Ghana. I employed the concurrent triangulation mixed methods design, involving surveys and case studies. I used questionnaires, structured observation and semi-structured interview schedules for data collection. Validity, reliability, credibility, and dependability of the instruments were adequate for research. The quantitative data analyses involved calculation of means, standard deviations, frequencies, percentages, factor analyses, Cronbach alphas. ANOVAs, MANOVAs and Two-way MANOVA; while the qualitative data analyses involved thematic analysis. Findings show that there was rare implementation of inquiry-based science teaching and learning in the JHSs. Again, interaction of school location and school type significantly influenced implementation of inquiry teaching and learning in the JHSs. Challenges to implementation of inquiry teaching in the JHSs include teachers’ and educational administrators5 inadequate conceptions of inquiry; and teachers’ low attitudes and weak beliefs and self-efficacy toward inquiry teaching. It is recommended that preservice and in-service teacher education should emphasize engagement of teachers in inquiry investigations to explicitly promote their conceptions, attitudes, beliefs, and self-efficacy in alignment with the constructivist philosophy of science and science teaching.