This paper is part of a larger study that investigated the 'Effectiveness of collaboration on low and high achieving school students' comprehension of electrochemistry in South Africa'. The study occurred in the Ximhungwe circuit of the Bohlabela district in the Mpumalanga province of South Africa. The theoretical framework for this study was based on Vygotsky's social constructivism theory, which he defines as 'a sociological theory of knowledge that applies the general philosophy of constructivism into social settings'. A sample of 47 12th grade physical sciences students from two public schools (one of the schools is high achieving and the other is low achieving) in the circuit was purposively selected to participate in the study. Students were given electrochemistry concept test (ECT) as pre-test and post-test. Results from mean and standard deviation, and one-way between group analysis of covariance (ANCOVA) showed that high achieving school (HAS) students taught with the conceptual change teaching strategy (CCTS), specifically collaboration had significantly better acquisition of scientific conceptions related to electrochemistry than low achieving school (LAS) students, also taught with CCTS. Analysis from a scatterplot of post-test against pre-test grouped on type of school showed a linear correlation between pre-test and post-test scores for each intervention type, which indicated that there was no interaction effect. The study has shown that collaboration contribute to meaningful learning, which inadvertently improves students' comprehension and consequent achievement in electrochemistry concepts but more positive for students from high achieving schools.

This paper draws on conceptualization of levels of curriculum as planned, implemented and attained curriculum to explore the alignment between the planned and implemented English Language, Mathematics and Science curricula in Ghana. A survey of curriculum delivery by 124 Junior High School Form 2 English, Mathematics and Science teachers, with 1268 of their students from 51 public and private schools, made up of a mix of below-average, average and above-average schools in terms of academic achievement of the students from three districts in the Central Region was carried out. A multi-stage sampling technique involving purposive and stratified random sampling methods were used in the selection of the research participants. The data were collected through documentary review, questionnaire survey for teachers and interviews with students. The data collected were analysed using both quantitative and qualitative methods. The quantitative data were analysed using frequency counts and descriptive statistics, while the qualitative data were analysed qualitatively and presented as narrative description with illustrative examples. The study revealed that gaps existed between the planned and the implemented English Language, Mathematics and Science curricula. Discussion of the findings and implications for practice, policy and research in Ghana and countries that share similar situation as Ghana are provided.

This paper draws on conceptualization of pupil-centred and teacher-centred methods to explore the views of primary school and junior high school (JHS) mathematics and science teachers on teaching. The purpose of the study was to ascertain whether the views of these teachers place the pupils at the centre of the teaching and learning process. The research participants were selected from all the six circuits in the Cape Coast Metropolis using stratified random sampling procedure. Questionnaires were administered and responded to by 157 primary and JHS mathematics and science teachers in the Cape Coast Metropolis of Ghana. The data collected were analysed using both quantitative and qualitative data analysis methods. The findings from the study showed among others that the participants’ views about teaching were predominantly teacher-centred. Implications of the findings for mathematics and science teacher education particularly and research in mathematics and science education in Ghana generally are provided.

The purpose of the study was to investigate the factors that affect the low performance of senior high school students in Integrated Science in the Tamale Metropolis. Concurrent triangulation mixed methods design was used. The instruments used during data collection were questionnaires and interview guide. A multistage sampling process was used to select four hundred students and fifteen teachers who teach Integrated Science. Data collected was analysed using exploratory factor analysis and thematic content analysis. The study revealed three factors: school environmental factor, teacher attitude and student attitude as contributors to students’ low performance in Integrated Science. It is, therefore recommend that the education ministry should provide a comfortable learning environment for effective teaching and learning to improve students’ performance in Integrated Science.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0541/a.php" alt="Hit counter" /></p>

The study examined the factors that influence the performance of students in selected public junior high schools in Ghana using English Language, Mathematics and Science as cases and also to determine whether these observed performances support the continued implementation of the national policy on progression. In all, 98 teachers and 982 Junior High School (JHS) 2 students were randomly selected from three districts in the Central Region of Ghana. Data were analyzed using descriptive statistics (percentages and means) and standard deviation. It was found that the majority of the research participants’ levels of attainment in English Language, Mathematics and Science did not permit automatic progression. Also, it was found that several teacher factors such as the inability to complete the planned curriculum due to numerous co-curricular activities and their challenges in teaching some of the topics may have contributed to the low performance of the students. Recommendations for the need to collect data on students’ performance regularly at the various grade levels through assessment/tests to identify students’ learning difficulties early and offer appropriate interventions to support such learners have been made to further strengthen the progression policy.