Open AccessTeachers’ Perspective of Effective Use of Teaching and Learning Materials in Basic School Integrated Science Lessons
Author(s) -
Valentina Osei-Himah,
Kenneth Adu-Gyamfi
Publication year - 2022
Publication title -
asian journal of university education/asian journal of university education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.198
H-Index - 3
eISSN - 2600-9749
pISSN - 1823-7797
DOI - 10.24191/ajue.v18i1.17195
Subject(s) - perspective (graphical) , science learning , mathematics education , exploratory factor analysis , exploratory research , science education , psychology , constructivist teaching methods , teaching method , pedagogy , computer science , sociology , clinical psychology , artificial intelligence , psychometrics , anthropology
Teaching and Learning of science in basic school is recommended to be interactive in enhancing students’ conceptual understanding. For science lessons, the importance of teaching and learning materials (TLM) cannot be overemphasized. This research explored perceived effective use of TLM in science lessons among teachers categorised as; supervisors, mentors, and mentees in teacher education on three factors. Using a cross-sectional survey design, 252 teachers were selected through multi-face sampling techniques to respond to a 40-item questionnaire. The responses obtained were analysed using exploratory factor analysis and one-way ANOVA. It was revealed that there were no differences existed between supervisors, mentees, and mentors on the effective use of TLM in science lessons. Implications of the findings of the research for science teacher preparation and policy are discussed.
Keywords: Constructivist; effective; science; teachers; teaching; resources