Teaching and Learning process and other school programmes in public basic schools in the Shama District are conducted with little regard for official timelines. This negates government efforts to improve basic education delivery and effective and efficient time management. The purpose of the study was to undertake a survey of time management among teachers and pupils in basic schools in the Shama District of the Western Region in Ghana. The study used both quantitative and qualitative designs to collect data from sixteen (16) selected public basic schools. The estimated population of five hundred (500) people consisted of circuit supervisors, headteachers, teachers, parents and pupils. Using the simple random sampling technique of the lottery and convenience methods, the sample size was 132 respondents – 4 circuit supervisors, 16 head teachers, 64 teachers, 16 parents and 32 pupils. Questionnaires, interview guide and observation were used to collect the data from respondents. The study revealed teachers rarely use TLMs in lesson presentation. Supervision of instruction by circuit supervisors was infrequent. Inadequacy of core textbooks in Mathematics, Science, English Language and Social Studies, overcrowded classrooms, teachers mainly use the lecture method in lesson delivery, etc. were some of the results of the study. The study recommended timely release and disbursement of the capitation grant to schools for effective teaching and learning as well as efficient time management. Teachers should vary their instructional strategy, prompt and adequate school supplies and regular, clinical and purposive instructional supervision to improve teaching and learning outcomes in the schools.

This study explored the use of concept cartoons to enhance the performance of Junior High School pupils in selected science concepts by using pre and post intervention test. Sample comprised 37 Junior High School pupils and one science teacher in Abelemkpe Junior High School in the Greater Accra Region of Ghana. Concept cartoons are instructional tools designed to generate scientific thinking among learners. Adapted to the 5E instructional model, they can be used at any stage of the learning process to facilitate effective learning of scientific concepts. Completed tests based on five selected science concepts were analyzed using the t-test inferential statistics to establish any significance difference between respondents’ mean scores of the pre and post intervention data. Results revealed that the use of concept cartoons to teach the selected science concepts enhanced the pupils’ cognitive achievement. The concept cartoons affected learners’ academic achievement in positive ways. The pupils were able to construct their own knowledge and made meaning of their everyday experiences. Results of the t-test (t (36)=8.41, p=.000), (t (36)=9.38, p=.000), (t(36)=4.85, p=.000), (t(36)=10.58, p=.000) and (t(36)=11.85, p=.000) indicated a significant difference between the mean scores of the pretest and posttest. This implied that the use of concept cartoon had a positive effect on the cognitive achievement of pupils. It is therefore, recommended that JHS integrated science teachers adopt the use of concept cartoons to teach science effectively and to increase the pupils’ motivation to learn science.