Chemistry Teachers’ Knowledge of Teaching and Assessment of Senior High School Students

Abstract

The Ghana Education Service has employed two categories of chemistry teachers who are expected to deliver in line with a set standard of teaching and assessment. The study investigated professionally trained chemistry teachers and untrained chemistry teachers using Shulman’s PCK model. The study investigated their knowledge of teaching and assessment. A multi-case study design was used to investigate multiple knowledge domains of chemistry teachers in senior high schools within the Tamale Metropolis in the Northern Region. One hundred fifty chemistry students and 12 chemistry teachers were selected through a random sampling technique, and in one of the schools, a convenient sampling technique was utilised. The study employed questionnaires, interviews, and classroom observation to solicit data from the participants. The quantitative data gathered was analysed by employing descriptive statistics and paired sample t-tests. The qualitative data was analysed by developing common themes and patterns in the respondents’ responses. Comparatively, the findings revealed that the professionally trained chemistry teachers exhibited higher knowledge of teaching and assessment in chemistry than the untrained chemistry teachers. Case-by-case analysis and comparison of the findings indicated that some untrained chemistry teachers exhibited higher knowledge in teaching and assessment than some of the professionally trained chemistry teachers. It was therefore recommended that colleges of education and universities that train teachers should concentrate on the pedagogical development of chemistry teacher trainees. Content knowledge alone would not ensure professional teaching of chemistry. Ghana Education Service, in collaboration with other governmental and non-governmental agencies, should periodically organise workshops and seminars for in-service chemistry teachers’ professional development to be trained in modern pedagogical trends. In-service chemistry teachers should be given opportunities for further studies to learn and discover emerging methods and strategies for teaching chemistry