Ghanaian Junior High School Science Teachers’ Knowledge of Contextualised Science Instruction

Ernest I. D. Ngman-Wara


The purpose of the study was to investigate Junior High School science teachers’ knowledge about contextualisedscience instruction. The study employed descriptive survey design to collect data. A test, Test of Science TeacherKnowledge of Contextualised Science Instruction was developed and administered to collect data on teachers’knowledge of contextualised science instruction from 204(180 males and 24 females) Junior High School scienceteachers. Descriptive and correlational data analyses were performed on the data collected. Some key findings thatemerged in the study were: Majority of the teachers’ knowledge about contextualised science instruction was weakbut correlated positively and significantly with their highest professional qualification. A number ofrecommendations were made to the Ministry of education and Ghana Education Service: A policy statement shouldbe made in the curriculum to indicate that science teaching should be contextualised. Another policy should befashioned to compel institutions that train science teachers to include contextualisation of science instruction in theirscience methodology courses.

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Copyright (c) 2014 Ernest I. D. Ngman-Wara

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Journal of Curriculum and Teaching ISSN 1927-2677 (Print) ISSN 1927-2685 (Online)  Email:

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