Isaac Buabeng | University Of Cape Coast, Ghana (original) (raw)

Papers by Isaac Buabeng

International journal of physics and chemistry education, Dec 18, 2018

... Mililand Blissett (popularly called Sister Amma), Madam Akosua Gyempeh, Emelia Ofosu, Vida Ta... more ... Mililand Blissett (popularly called Sister Amma), Madam Akosua Gyempeh, Emelia Ofosu, Vida Tawiah Antwi, Sarah Antwi, Ernest Akwasi Acheampong and Nana Gyau for their family support, encouragement and indulgence over the years. ...

Asian Journal of Education and Social Studies

The study investigated factors responsible for the low performance of female students in integrat... more The study investigated factors responsible for the low performance of female students in integrated science in some selected Junior High Schools (JHS) in the Aowin Municipal of Western North region of Ghana. The study employed descriptive research design to investigate the determinants of female students’ poor performance in the subject. The sample size for the study comprised 375 JHS female students selected from five educational circuits in the Aowin Municipal. A four-point Likert scale ranging from 1 (strongly disagree) to 4 (strongly agree) was developed and administered to the participants. Data collected were analysed using descriptive statistics, specifically, mean and standard deviation. Findings revealed poor psychological state, teachers’ teaching practices/procedures and students’ socio-economic background as possible factors responsible for female students’ low academic performance in integrated science subject. It was recommended among others that the Municipal educati...

The purpose of this study was to find out the pedagogical techniques junior high school mathemati... more The purpose of this study was to find out the pedagogical techniques junior high school mathematics teachers use to identify and address the learning difficulties of their students. Descriptive design was used to survey 72 mathematics teachers in the Cape Coast Metropolis. Questionnaire was used to sample the views of the respondents whilst descriptive statistics were employed to analyse the resulting data. The outcome of the study revealed that mathematics students commit minor errors and careless mistakes; large class size also poses difficulties to students' learning. Strictly adhering to mathematics laws and principles was the major intervention measure mathematics teachers used to address their students' learning difficulties. It is recommended that mathematics teachers become extra careful and methodical in presenting facts in class.Teachers are entreated to spend quality time with students so as to diagnose their problems early enough to address them in time.

We tried to equip teachers with PowerPoint skills in the face of inadequate internet communicatio... more We tried to equip teachers with PowerPoint skills in the face of inadequate internet communication and technology (ICT) facilities through modeling and cooperative learning. The participants consisted of 20 part-time post-diploma teachers from the University of Cape Coast. Their ages were between 22 and 40 years and comprised 40% females and 60% males. It was a mixed methods sequential action research in which data was collected using a questionnaire, interview, observation and content analysis. The results showed the teachers were able to prepare their Power Points by sharing skills and resources. They were successful with the Power Point task as a team to a large extent but some of them had individual challenges, which were not met. The lack of ownership of computers was a major challenge. We concluded from the study that even in the face of challenges teachers can be equipped with some skills for PowerPoint through cooperative learning but the empowerment will be more effective i...

Gender and behaviour, 2020

Science allows students to explore their world and discover new things, hence, it is an important... more Science allows students to explore their world and discover new things, hence, it is an important part of the foundation for education for all children. The purpose of the study was to determine differences in performance of boys and girls in Integrated Science at Basic Education Certificate Examination (BECE). The study intended to find out if significant differences exist in the performance of boys and girls in Integrated Science and further investigated if gender has any effect on students’ achievement in the subject. Comparative and relational designs were employed for the study. The study was conducted in some selected Junior High Schools (JHS) in Cape Coast Metropolis. The accessible population was a set of mixed public JHS in the OLA circuit. In all, three JHS were selected from the schools in the circuit using the simple random sampling technique. The BECE results in Integrated Science for the past five years (2013-2017) were used. Independent samples t-test and chi square w...

This paper explores New Zealand (NZ) physics teachers’ and physics educators’ views about Initial... more This paper explores New Zealand (NZ) physics teachers’ and physics educators’ views about Initial Teacher Education (ITE). Perspectives of physics teachers nationally indicated that in general, teachers considered themselves not well-prepared in some content areas including electronics, modern physics, and atomic and nuclear physics. This may be because in NZ, physics teachers have usually gained their content knowledge from an undergraduate science degree where they may have only taken one or two courses in physics. One year postgraduate teacher education programmes do not have sufficient time to cover the physics content taught in the final three years of schooling. The implications for ITE of physics teachers are discussed in terms of the shifts needed to help them to identify the gaps in their content knowledge and to develop their conceptual understanding of physics. Keyword: Initial teacher education, content knowledge, physics teachers, physics educators, classroom practices

Journal of Curriculum and Teaching, Jul 3, 2014

This paper reviews Ghana's performance in the TIMSS 2011 survey in comparison with other African ... more This paper reviews Ghana's performance in the TIMSS 2011 survey in comparison with other African and some high performing countries which participated in the TIMSS assessment. Students' achievement in the science content areas assessed were summarized and teacher preparation constructs of teachers of the students who took part in the assessment explored with the aim of finding any possible linkage between teacher preparation and students achievement. Two set of reviews were done. First, results on the eighth grade (JHS 2) science content achievement in biology, chemistry, physics, and earth science for Ghana, Morocco and Tunisia were compared. The second review compared how Ghana prepares her teachers to Finland and Singapore who were among the first five performing countries on the TIMSS 2011 assessment. Some mismatch was identified in terms of teacher preparation and students' achievement in the case of Ghana. Ghanaian teachers scored relatively high on most of the constructs that were measured by the TIMSS report under teacher preparation but these were not reflected in the students' achievement. In view of this, it is recommended that other indicators such as classroom instruction, resources for teaching science, and school climate are investigated with the aim of finding any other underlying factors that could account for the mismatch between Ghanaian students' achievement on the TIMSS science assessment and teachers' preparation.

Journal of Curriculum and Teaching

This article focuses on teacher education in Ghana. It examines a number of reforms involving cur... more This article focuses on teacher education in Ghana. It examines a number of reforms involving curricular changes and restructuring of teacher education institutions tasked with the responsibility of preparing teachers for the basic school level. The article highlights the structure and changes in Ghana’s teacher development policies and practices following the adoption of a new programme which took effect in 2018 with the intake of the first batch of 4-year degree students in the country’s Colleges of Education. We envisage that improved teacher qualification and a conscious effort to link theory to practice will result in improved teacher knowledge and skills required for a professional teacher. Despite this stated enthusiasm, a number of contextual issues which could negatively affect the intended gains from this most current reforms have been discussed. We end with a call on policy makers to address the contextual issues highlighted in this paper and also a need for continuity in...

World Journal of Education

Teaching as inquiry (TAI) is described as a component of effective pedagogy that has significant ... more Teaching as inquiry (TAI) is described as a component of effective pedagogy that has significant impact on learning outcome. Based on this premises, the study sought to examine TAI and its implications for teaching and learning in the Cape Coast Metropolis, Ghana. The descriptive survey design was adopted for the study and a sample of 160 basic school teachers was selected from three circuits within the Cape Coast Metropolis. A questionnaire and an interview guide were used in collecting the data for the study. Data obtained from the questionnaire were analyzed using descriptive statistics (frequency count, percentages and means and standard deviations) whereas the interview data was transcribed and presented by doing thematic analysis. The study revealed that majority of the respondents had knowledge about TAI. In addition, the study showed that the teachers engaged in TAI practices such as reflecting and questioning their methods of teaching, identifying the academic needs of stud...

Journal of Research in Science Mathematics and Technology Education

This study investigated the interactions that occurred as part of the learning from a national su... more This study investigated the interactions that occurred as part of the learning from a national survey of high school physics teachers in New Zealand (NZ) in relation to decile ranking. Specifically, the study investigated how often particular teaching strategies and practices such as: teaching approaches, teacher feedback and guidance, and ICT usage, occurred during physics teaching. Data were analyzed using descriptive statistical and inferential statistics-MANOVA. Among other things, the study revealed that learners were not exposed to the teaching methods that potentially give them the chance to observe, engage and/or discover expert strategies in context. There was a lack of use of problem-based or inquiry learning models for learning. However, there was no significant difference between teaching in the various decile rankings. The implications of the findings are discussed.

Reimagining New Approaches in Teacher Professional Development

This study sought insight into the professional learning and development needs of physics teacher... more This study sought insight into the professional learning and development needs of physics teachers in New Zealand high schools. It used a mixed methods approach that comprised a national survey of high-school physics teachers as well as interviews with high-school physics teachers and physics teacher educators. Data from the teacher survey were analysed using descriptive statistical methods. Audio recordings from interviews were transcribed, analysed and used to triangulate and add depth to the survey data. Findings indicated that physics teachers were dissatisfied with the lack of formal physicsfocussed professional development opportunities available to support their professional growth. Instead, teachers tended to rely on personal critical inquiry and infrequent practitioner meetings to inform practice. Suggestions for how to support the professional development needs of physics teachers better are discussed.

International Journal of Assessment Tools in Education

Australian Journal of Teacher Education, 2016

This paper explores New Zealand (NZ) physics teachers' and physics educators' views about Initial... more This paper explores New Zealand (NZ) physics teachers' and physics educators' views about Initial Teacher Education (ITE). Perspectives of physics teachers nationally indicated that in general, teachers considered themselves not well-prepared in some content areas including electronics, modern physics, and atomic and nuclear physics. This may be because in NZ, physics teachers have usually gained their content knowledge from an undergraduate science degree where they may have only taken one or two courses in physics. One year postgraduate teacher education programmes do not have sufficient time to cover the physics content taught in the final three years of schooling. The implications for ITE of physics teachers are discussed in terms of the shifts needed to help them to identify the gaps in their content knowledge and to develop their conceptual understanding of physics.

Eurasian Journal of Physics and Chemistry Education, Dec 14, 2011

Eurasian Journal of Physics and Chemistry Education, Apr 19, 2012

Gender and Behaviour, Mar 1, 2012