Isaiah Asaki - Academia.edu (original) (raw)

Papers by Isaiah Asaki

Research paper thumbnail of Teaching and Learning Science as a Tool for Human Sustenance: The Non-Science Community's Expectations for School Science

This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY

Research paper thumbnail of Teaching Science in Remote Schools: The Struggles and Successes of Teachers From the Perspective of an Ethnographer

Research paper thumbnail of Factors contributing to teachers’ conceptual difficulties in teaching high school organic chemistry

European Journal of Science and Mathematics Education, 2023

Some research works have showed that Ghanaian teachers, teaching chemistry in the senior high sch... more Some research works have showed that Ghanaian teachers, teaching chemistry in the senior high school, have conceptual difficulties in organic chemistry. This research explored the factors contributing to teacher's conceptual difficulties on teaching organic chemistry to high school students. Through explanatory sequential mixed methods design quantitative data were collected using questionnaire and qualitative data, using semi-structured interviews. The questionnaire was responded to by 71 teachers teaching chemistry in 31 schools, and six teachers, purposively selected, interacted with researchers through interviews to triangulate any quantitative findings. From the quantitative data, four factors, tertiary exposure, professional collaboration, professional competence, and pre-tertiary exposure emerged. These factors were then used as themes to guide the analysis and presentation of results from the qualitative data. To inform further research, it is recommended that chemistry educators and researchers should examine the four factors that predict most of the teacher conceptual difficulties on organic chemistry.

Research paper thumbnail of A Comparative Study of Groups of Teachers on the Perceived Nature of Effective Teaching and Learning Science

IntechOpen eBooks, May 25, 2023

The teacher is influential in the processes of teaching and learning science, organizing instruct... more The teacher is influential in the processes of teaching and learning science, organizing instruction to transform concepts into the understanding of students. Hence, teacher effectiveness is discussed in most educational forums as stakeholders look for more plausible ways of effective teaching and learning. As part of a large study on teachers' conception of an effective science teacher, we studied comparative views of mentors, mentees, and supervisors on the perceived nature of effective science teachers in the processes of teaching and learning science in basic schools. In a triangulation mixed methods design, 271 mentees, 160 mentors, and 85 supervisors were selected through multistage sampling procedures to respond to Effective Science Teacher Questionnaire and Interview Schedule. The data from the questionnaires were reduced to three factors through exploratory factor analysis. The qualitative data were analyzed thematically in line with the three factors. It was revealed that there was no statistically significant difference as supervisors differed not in their perceived nature of an effective science teacher compared to that of mentors and mentees. The Ministry of Education through the Ghana Education Service should provide opportunities for the three groups of teachers to share experiences on effective teaching and learning science in basic schools.

Research paper thumbnail of A Comparative Study of Groups of Teachers on the Perceived Nature of Effective Teaching and Learning Science

Teacher Training and Practice [Working Title]

The teacher is influential in the processes of teaching and learning science, organizing instruct... more The teacher is influential in the processes of teaching and learning science, organizing instruction to transform concepts into the understanding of students. Hence, teacher effectiveness is discussed in most educational forums as stakeholders look for more plausible ways of effective teaching and learning. As part of a large study on teachers’ conception of an effective science teacher, we studied comparative views of mentors, mentees, and supervisors on the perceived nature of effective science teachers in the processes of teaching and learning science in basic schools. In a triangulation mixed methods design, 271 mentees, 160 mentors, and 85 supervisors were selected through multistage sampling procedures to respond to Effective Science Teacher Questionnaire and Interview Schedule. The data from the questionnaires were reduced to three factors through exploratory factor analysis. The qualitative data were analyzed thematically in line with the three factors. It was revealed that ...

Research paper thumbnail of Teaching Science in Remote Schools: The Struggles and Successes of Teachers From the Perspective of an Ethnographer

ACEID Official Conference Proceedings

Research paper thumbnail of Factors contributing to teachers’ conceptual difficulties in teaching high school organic chemistry

European Journal of Science and Mathematics Education

Some research works have showed that Ghanaian teachers, teaching chemistry in the senior high sch... more Some research works have showed that Ghanaian teachers, teaching chemistry in the senior high school, have conceptual difficulties in organic chemistry. This research explored the factors contributing to teacher's conceptual difficulties on teaching organic chemistry to high school students. Through explanatory sequential mixed methods design quantitative data were collected using questionnaire and qualitative data, using semi-structured interviews. The questionnaire was responded to by 71 teachers teaching chemistry in 31 schools, and six teachers, purposively selected, interacted with researchers through interviews to triangulate any quantitative findings. From the quantitative data, four factors, tertiary exposure, professional collaboration, professional competence, and pre-tertiary exposure emerged. These factors were then used as themes to guide the analysis and presentation of results from the qualitative data. To inform further research, it is recommended that chemistry educators and researchers should examine the four factors that predict most of the teacher conceptual difficulties on organic chemistry.

Research paper thumbnail of Teachers’ Conceptual Difficulties in Teaching Senior High School Organic Chemistry

Contemporary Mathematics and Science Education

Teachers are one of the important factors influencing students' learning of chemistry as they (te... more Teachers are one of the important factors influencing students' learning of chemistry as they (teachers) transform the content for students. When teachers do not have a sound scientific understanding of the chemistry behind the organic concepts considered to be difficult, they are likely, not able to transform sound scientific understanding for their students. Hence, the need to examine the conceptual difficulties of teachers in teaching organic chemistry to senior high school students. Teachers, teaching chemistry in 31 schools were sampled through multi-stage sampling procedures and responded to a diagnostic test on organic chemistry. The data from the test were manipulated using quantitative and qualitative methods, such as means, standard deviations, percentages, and themes. The quantitative results were merged with the qualitative results to examine teachers' conceptual difficulties in organic chemistry. The findings showed that teachers have conceptual difficulties with organic chemistry. This study has added to the literature that teacher conceptual difficulties were partial understanding with misconceptions such as preconceived notions, factual misconceptions, and conceptual misunderstandings. Therefore, in order to deal with those misconceptions, chemistry educators should implement instructional approaches that will help preservice teachers challenge and deal with their misconceptions in organic chemistry.

Research paper thumbnail of Teachers' Conceptual Difficulties in Teaching Senior High School Organic Chemistry

Teachers are one of the important factors influencing students' learning of chemistry as they (te... more Teachers are one of the important factors influencing students' learning of chemistry as they (teachers) transform the content for students. When teachers do not have a sound scientific understanding of the chemistry behind the organic concepts considered to be difficult, they are likely, not able to transform sound scientific understanding for their students. Hence, the need to examine the conceptual difficulties of teachers in teaching organic chemistry to senior high school students. Teachers, teaching chemistry in 31 schools were sampled through multi-stage sampling procedures and responded to a diagnostic test on organic chemistry. The data from the test were manipulated using quantitative and qualitative methods, such as means, standard deviations, percentages, and themes. The quantitative results were merged with the qualitative results to examine teachers' conceptual difficulties in organic chemistry. The findings showed that teachers have conceptual difficulties with organic chemistry. This study has added to the literature that teacher conceptual difficulties were partial understanding with misconceptions such as preconceived notions, factual misconceptions, and conceptual misunderstandings. Therefore, in order to deal with those misconceptions, chemistry educators should implement instructional approaches that will help preservice teachers challenge and deal with their misconceptions in organic chemistry.

Research paper thumbnail of Teaching and Learning Science as a Tool for Human Sustenance: The Non-Science Community's Expectations for School Science

This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY

Research paper thumbnail of Teaching Science in Remote Schools: The Struggles and Successes of Teachers From the Perspective of an Ethnographer

Research paper thumbnail of Factors contributing to teachers’ conceptual difficulties in teaching high school organic chemistry

European Journal of Science and Mathematics Education, 2023

Some research works have showed that Ghanaian teachers, teaching chemistry in the senior high sch... more Some research works have showed that Ghanaian teachers, teaching chemistry in the senior high school, have conceptual difficulties in organic chemistry. This research explored the factors contributing to teacher's conceptual difficulties on teaching organic chemistry to high school students. Through explanatory sequential mixed methods design quantitative data were collected using questionnaire and qualitative data, using semi-structured interviews. The questionnaire was responded to by 71 teachers teaching chemistry in 31 schools, and six teachers, purposively selected, interacted with researchers through interviews to triangulate any quantitative findings. From the quantitative data, four factors, tertiary exposure, professional collaboration, professional competence, and pre-tertiary exposure emerged. These factors were then used as themes to guide the analysis and presentation of results from the qualitative data. To inform further research, it is recommended that chemistry educators and researchers should examine the four factors that predict most of the teacher conceptual difficulties on organic chemistry.

Research paper thumbnail of A Comparative Study of Groups of Teachers on the Perceived Nature of Effective Teaching and Learning Science

IntechOpen eBooks, May 25, 2023

The teacher is influential in the processes of teaching and learning science, organizing instruct... more The teacher is influential in the processes of teaching and learning science, organizing instruction to transform concepts into the understanding of students. Hence, teacher effectiveness is discussed in most educational forums as stakeholders look for more plausible ways of effective teaching and learning. As part of a large study on teachers' conception of an effective science teacher, we studied comparative views of mentors, mentees, and supervisors on the perceived nature of effective science teachers in the processes of teaching and learning science in basic schools. In a triangulation mixed methods design, 271 mentees, 160 mentors, and 85 supervisors were selected through multistage sampling procedures to respond to Effective Science Teacher Questionnaire and Interview Schedule. The data from the questionnaires were reduced to three factors through exploratory factor analysis. The qualitative data were analyzed thematically in line with the three factors. It was revealed that there was no statistically significant difference as supervisors differed not in their perceived nature of an effective science teacher compared to that of mentors and mentees. The Ministry of Education through the Ghana Education Service should provide opportunities for the three groups of teachers to share experiences on effective teaching and learning science in basic schools.

Research paper thumbnail of A Comparative Study of Groups of Teachers on the Perceived Nature of Effective Teaching and Learning Science

Teacher Training and Practice [Working Title]

The teacher is influential in the processes of teaching and learning science, organizing instruct... more The teacher is influential in the processes of teaching and learning science, organizing instruction to transform concepts into the understanding of students. Hence, teacher effectiveness is discussed in most educational forums as stakeholders look for more plausible ways of effective teaching and learning. As part of a large study on teachers’ conception of an effective science teacher, we studied comparative views of mentors, mentees, and supervisors on the perceived nature of effective science teachers in the processes of teaching and learning science in basic schools. In a triangulation mixed methods design, 271 mentees, 160 mentors, and 85 supervisors were selected through multistage sampling procedures to respond to Effective Science Teacher Questionnaire and Interview Schedule. The data from the questionnaires were reduced to three factors through exploratory factor analysis. The qualitative data were analyzed thematically in line with the three factors. It was revealed that ...

Research paper thumbnail of Teaching Science in Remote Schools: The Struggles and Successes of Teachers From the Perspective of an Ethnographer

ACEID Official Conference Proceedings

Research paper thumbnail of Factors contributing to teachers’ conceptual difficulties in teaching high school organic chemistry

European Journal of Science and Mathematics Education

Some research works have showed that Ghanaian teachers, teaching chemistry in the senior high sch... more Some research works have showed that Ghanaian teachers, teaching chemistry in the senior high school, have conceptual difficulties in organic chemistry. This research explored the factors contributing to teacher's conceptual difficulties on teaching organic chemistry to high school students. Through explanatory sequential mixed methods design quantitative data were collected using questionnaire and qualitative data, using semi-structured interviews. The questionnaire was responded to by 71 teachers teaching chemistry in 31 schools, and six teachers, purposively selected, interacted with researchers through interviews to triangulate any quantitative findings. From the quantitative data, four factors, tertiary exposure, professional collaboration, professional competence, and pre-tertiary exposure emerged. These factors were then used as themes to guide the analysis and presentation of results from the qualitative data. To inform further research, it is recommended that chemistry educators and researchers should examine the four factors that predict most of the teacher conceptual difficulties on organic chemistry.

Research paper thumbnail of Teachers’ Conceptual Difficulties in Teaching Senior High School Organic Chemistry

Contemporary Mathematics and Science Education

Teachers are one of the important factors influencing students' learning of chemistry as they (te... more Teachers are one of the important factors influencing students' learning of chemistry as they (teachers) transform the content for students. When teachers do not have a sound scientific understanding of the chemistry behind the organic concepts considered to be difficult, they are likely, not able to transform sound scientific understanding for their students. Hence, the need to examine the conceptual difficulties of teachers in teaching organic chemistry to senior high school students. Teachers, teaching chemistry in 31 schools were sampled through multi-stage sampling procedures and responded to a diagnostic test on organic chemistry. The data from the test were manipulated using quantitative and qualitative methods, such as means, standard deviations, percentages, and themes. The quantitative results were merged with the qualitative results to examine teachers' conceptual difficulties in organic chemistry. The findings showed that teachers have conceptual difficulties with organic chemistry. This study has added to the literature that teacher conceptual difficulties were partial understanding with misconceptions such as preconceived notions, factual misconceptions, and conceptual misunderstandings. Therefore, in order to deal with those misconceptions, chemistry educators should implement instructional approaches that will help preservice teachers challenge and deal with their misconceptions in organic chemistry.

Research paper thumbnail of Teachers' Conceptual Difficulties in Teaching Senior High School Organic Chemistry

Teachers are one of the important factors influencing students' learning of chemistry as they (te... more Teachers are one of the important factors influencing students' learning of chemistry as they (teachers) transform the content for students. When teachers do not have a sound scientific understanding of the chemistry behind the organic concepts considered to be difficult, they are likely, not able to transform sound scientific understanding for their students. Hence, the need to examine the conceptual difficulties of teachers in teaching organic chemistry to senior high school students. Teachers, teaching chemistry in 31 schools were sampled through multi-stage sampling procedures and responded to a diagnostic test on organic chemistry. The data from the test were manipulated using quantitative and qualitative methods, such as means, standard deviations, percentages, and themes. The quantitative results were merged with the qualitative results to examine teachers' conceptual difficulties in organic chemistry. The findings showed that teachers have conceptual difficulties with organic chemistry. This study has added to the literature that teacher conceptual difficulties were partial understanding with misconceptions such as preconceived notions, factual misconceptions, and conceptual misunderstandings. Therefore, in order to deal with those misconceptions, chemistry educators should implement instructional approaches that will help preservice teachers challenge and deal with their misconceptions in organic chemistry.