The Impact of Instructional Materials in Teaching and Learning of Biology in the Colleges of Education in the Central Region of Ghana

Abstract

The purpose of the study was to examine the impact of instructional materials in teaching and learning biology in the Colleges of Education in the Central Region of Ghana. Qualitatively, a case study research design was selected for the study. The population of the study consists of three Biology tutors in the three Colleges of Education in the Central Region. The purposive sampling technique was chosen to select all the three colleges and three Biology tutors for the study. The interview guide was the main instrument for the data collection. Data were analysed using the interpretative technique based on the themes arrived at during the data collection from the respondents. The study concluded that instructional materials boast students' cognitive abilities and arouse their interest in the lesson by helping them to reason critically during teaching and learning. The study also revealed that the competencies level of tutors helps them in the assessment of the subject, selecting relevant materials for each concept. Their pedagogical skills depend on their competencies in the classroom instructions. The study also concluded that a good presentation of a lesson has a substantial impact on teaching and learning situations, as well as the vast amount of information available to students, to supplement their instruction and the principles for appropriate use of instructional materials. It is recommended that professional development should be organised for the Biology tutors in their respective colleges to have competencies in using relevant instructional materials in assessing students in Biology lessons. It is also recommended that Ghana Tertiary Education Commission (G-TEC), National Teaching Council (NTC), and universities should collaborate with the colleges to organise workshops and seminars for tutors teaching Biology to update their knowledge in the use of digital instructional materials in lesson presentation.

Exploring teacher improvisation and its influence on learner performance in an under-resourced Grade 11 Life Science class

“…In other words, the lack of professional development may militate efforts to improve student performance. Amos et al (2022) states that Life Science teachers are not proficient in improvisation, and they teach in abstraction, therefore counteracting academic performance. Ramaila and Zondi (2020) state that integration of improvised resources in Life sciences classrooms is predicated on the educator's pedagogical content knowledge.…”

“…Ramaila and Zondi (2020) state that integration of improvised resources in Life sciences classrooms is predicated on the educator's pedagogical content knowledge. Amos et al, (2022) on the other hand, states that poor academic performance is attributed to a teacher's ability to improvise. A competent teacher is able to modify and employ strategies to suit the learners' needs.…”

“…A competent teacher is able to modify and employ strategies to suit the learners' needs. Furthermore, a teacher has a repertoire of techniques and practices to act in accordance with the demands of the classroom (Amos et al, 2022). The teacher must enable transformation and professional development while making learning of Life Science concept comprehensible to struggling learners.…”

“…In other words, the manipulation of the instructional materials must be effortless and uncomplicated. The teacher must ensure the functionality of these materials before the lesson (Amos et al, 2022). Abdullahi et al (2017) add that educational institutions expect teachers to procure the materials at their own cost which may make them less inclined to make the purchase and instead employ teacher centred methods.…”

“…South African schools need more scientific resources, particularly those in agrestic areas. In addition, Life Science is a practical subject, and learners must actively participate in the process (Amos et al, 2022)-Mamutse and Ramnarain (2016) document gradational improvements in physical resources in under-resourced schools. However, transformation and reform are subdued by the dire need for resources imperative for practicality in science classrooms.…”