Journal of Research in Education, Science and Technology, 2021
The purpose of this study was to determine the levels of teaching and learning conceptions of fir... more The purpose of this study was to determine the levels of teaching and learning conceptions of first-year pre-service teachers. A descriptive survey design was used. The participants consisted of 176 pre-service teachers of Gambaga College of Education, Ghana. The sample was conveniently selected. It was found that pre-service teachers preferred the constructivist conception of teaching and learning to the traditional conception. The mean score of constructivist conception was higher (M = 4.45, SD = 0.5) than the mean score of the traditional conception (M = 3.57, SD = 0.65), t (175) = 16.7, p < 0.05. However, teaching and learning conceptions did not differ based on gender. Independent samples t-test results showed that, for constructivist conception, there was no significant difference between males and females. Also, for the traditional conception, there was no significant difference between males and females.
The purpose of the study was to determine the relationship between pre-service teachers' scientif... more The purpose of the study was to determine the relationship between pre-service teachers' scientific epistemological beliefs and their science teaching efficacy beliefs. A correlational research design was used. The sample consisted of 115 level 100 pre-service teachers (73 males and 42 females). The Students Scientific Epistemological Views questionnaire (SSEV) and the Science Teaching Efficacy Beliefs Inventory (STEBI-B) were used to collect the data. It was found that scientific epistemological views of pre-service teachers were availing as indicated by the overall mean above 3 (M = 3.58, SD = .49). The dimensions of methodological approach and scientific attitude (M =3.90, SD = .62) and nature of scientific knowledge (M = 3.54, SD = .58 were availing. However, the dimension of authority and accuracy of scientific knowledge (M = 3.23, SD = .68) was less availing. It was also found that pre-service teachers' science teaching efficacy beliefs were low (M = 3.3, SD = .38).
The purpose of the study was to determine pre-service student teachers' readiness for emergency r... more The purpose of the study was to determine pre-service student teachers' readiness for emergency remote learning. The study participants consisted of 115 (66 males and 49 females) pre-service teachers of Gambaga College of Education, Ghana. Online learning readiness scale (OLRS) questionnaire was used to collect the data. Pre-service teachers were ready for online learning with overall readiness mean score of 3.65. The dimension with the highest mean score was motivation for learning (M = 3.97, SD = .90) followed by self-directed learning (M = 3.82, SD = .93). However, the dimensions of learner control (M = 3.30, SD = 1.00), computer/internet self-efficacy (M = 3.43, SD = 1.16) and online communication self-efficacy (M = 3.47, SD = 1.11) recorded low means. There was no significant difference in online learning readiness between males (M =3.71, SD =.82) and females (M = 3.57, SD = .76), t (.94), p = .349. Also, there was no significant difference in readiness between level 100 pre-service teachers (M = 3.65, SD = .79) and level 200 pre-service teachers (M = 3.68, SD = .85) t (-.122), p = .903.
International Journal of Innovative Research & Development, 2018
The purpose of the study was to determine whether students’ achievement in integrated science cou... more The purpose of the study was to determine whether students’ achievement in integrated science could be predicted from their achievement in core mathematics. The study employed ex post facto design in which the 2017 West African Senior school Certificate Examination (WASSCE) results of 674 students of Damongo Senior high school comprising 430 males and 244 females was analyzed using the numerical values of their grades. Regression analysis and correlations were run with the students’ core mathematics and integrated science grade values. The results showed a significant correlation between students’ core mathematics grades and integrated science grades (r = .629, p = .000). Analysis of variance revealed a significant difference between core mathematics achievements and integrated science achievement [F (1, 672) = 440.609, p = .000]. The regression analysis gave a significant model fit (R2 = .396, p = .000). This implied that 39.6% of the total variance in integrated science is accounted for by core mathematics. Also, independent samples t-test results revealed significant difference in achievement of males and females in core mathematics and integrated science.
International Journal of Innovative Research & Development, 2018
The purpose of the study was to develop and validate an instrument to measure students’ attitude ... more The purpose of the study was to develop and validate an instrument to measure students’ attitude towards electrochemistry. The Attitude towards Electrochemistry Scale (ATECS) was developed to measure students’ attitude towards electrochemistry. The ATECS was piloted and modified from an initial 20 items to 14 items. The construct validity of the 14 items was determined using factor analysis. The Cronbach’s alpha (α) value of the modified ATECS was .906. This provided a strong evidence of reliability. Principal components factor analysis was performed on the 14 items in ATECS with varimax rotation. The Bartlett’s Test of Sphericity was significant χ² = (261.232), p< 0.05, indicating that correlations between items were sufficiently large for factor analysis. Also, the KMO value of sampling adequacy was .606. Four factors were extracted based on Kaiser’s criterion. The statistical data revealed that the ATECS possesses good construct validity and can be used to determine students’ attitude towards electrochemistry.
International Journal of Innovative Research & Development, 2019
The purpose of the study was to identify misconceptions that students have about electrochemistry... more The purpose of the study was to identify misconceptions that students have about electrochemistry concepts and how they can be altered using conceptual change texts. A quasi-experimental design was employed. Two intact classes were chosen from two schools for the study. One school was assigned the control group and the other the experimental group.The control group class was at Ghana Senior High School, in Tamale in the northern region of Ghana and the experimental group was at Damongo Senior High School, in Damongo in the Savannah region of Ghana. The results revealed that students have many misconceptions regarding electrochemistry concepts. Many of the misconceptions centered on identifying the anode and cathode of galvanic cells, Functions of the salt bridge, Direction of flow of ions in electrochemical cells and Reactions occurring at the cells. The results also showed that for both experimental and control groups no student had sound understanding of the electrochemistry concepts tested. The results showed that there exists significant difference between the percentages of misconceptions of students in the experimental and control groups after treatment. This suggested that conceptual change texts helped students to change their preexisting conceptions or misconceptions for scientifically acceptable ones. The study also revealed that some misconceptions were held by a considerable number of students even after the instruction using conceptual change texts. The most common misconceptions identified are; that the function of the salt bridge is to allow electron flow, the anode in an electrochemical cell is always on the left, in an electrochemical cell electrons move from one electrode to the other through the salt bridge, in an electrochemical cell anions move from anode to cathode, the cathode in an electrochemical cell is always on the right, and in an electrochemical cell oxidation occurs at the cathode and reduction at the anode.
According to Maddock (1981) "science and science education are cultural enterprises which form a ... more According to Maddock (1981) "science and science education are cultural enterprises which form a part of the wider cultural matrix of society and that educational considerations concerning science must be made in the light of this wider perspective" (p. 10). The purpose of this study was to find out how cultural factors and beliefs affect the teaching and learning of some science concepts. The study focused on how students' religious and cultural beliefs and their backgrounds affect their understanding of phenomena such as rainfall, earthquake, thunder, floods, eclipse and lightening. Individual interviews were used to obtain students views and opinions. Students' views and their understandings of rain formation, lightning, thunder, earthquake, drought and how floods occur are influenced by their religious beliefs and cultural backgrounds. Students made reference to beliefs such as taboos, belief in gods, and supernatural powers. Although students were able to explain correctly how some natural phenomena occur, they held certain conceptions and views that are not scientifically accurate. These possibly were transmitted from their cultural backgrounds into the science classroom. Students also held misconceptions about particular natural phenomena. These cultural beliefs and taboos interfere with science teaching and learning and thus make the learning of science a difficult task for students.
The purpose of the study was to investigate pre-service teachers' view of nature of science (NOS)... more The purpose of the study was to investigate pre-service teachers' view of nature of science (NOS). A descriptive survey design was used for the study. A convenience sampling technique was used to get the participants. Participants were made up of 231 level 100 pre-service teachers (119 males and 112 females) from five colleges of education in Ghana. All the colleges of education were under the same mentor university. Participants completed the view of nature of science questionnaire (NOSQ) through online learning platforms. Data was analyzed using descriptive and inferential statistics. The results revealed that in general pre-service have no adequate conceptions about nature of science. However, pre-service teachers have informed views of some aspects of nature of science. The results revealed that 56 (24.2%) of pre-service teachers have naïve view of NOS. The results also revealed that 89 (38.5%) of pre-service teachers have transitional view of NOS. The results also revealed that 86 (37.2%) of pre-service teachers have informed view of NOS. There was no significant difference in pre-service teachers view of NOS between males (M = 3.76, SD = .389) and females (M = 3.79, SD = .376), t (229) =-.707, p = .48. Therefore, we fail to reject the null hypothesis. One-way analysis of variance (ANOVA) showed no significant difference in pre-service teachers' view of NOS by programme options, [F (2,228) = .783, p = .458.]
International Journal of Innovative Research and Advanced Studies (IJIRAS), 2018
The purpose of the study was to determine the effect of conceptual change texts on students’ cogn... more The purpose of the study was to determine the effect of conceptual change texts on students’ cognitive achievement and attitude towards electrochemistry. The study employed a quasi-experimental design in which intact classes were used. The experimental group (N=51) was made up of SHS2 chemistry students and the control group (N=52) was made up SHS2 chemistry students. Students’ misconceptions in electrochemistry were first identified using a structured interview and Electrochemistry Concept Test (ECCT) as pre-test. The ECCT was administered to students before and after the treatment. There was a significant difference in cognitive achievement of students in the experimental group (M = 12.2, SD = 3.83) and the control group (M = 10.0, SD = 3.73), t (101) = 2.99, p = .003, d = .59. The results revealed that conceptual change texts resulted in a significantly better acquisition of scientific concepts and cognitive achievement of students in electro-chemistry than the traditional teaching approach.
Journal of Research in Education, Science and Technology, 2021
The purpose of this study was to determine the levels of teaching and learning conceptions of fir... more The purpose of this study was to determine the levels of teaching and learning conceptions of first-year pre-service teachers. A descriptive survey design was used. The participants consisted of 176 pre-service teachers of Gambaga College of Education, Ghana. The sample was conveniently selected. It was found that pre-service teachers preferred the constructivist conception of teaching and learning to the traditional conception. The mean score of constructivist conception was higher (M = 4.45, SD = 0.5) than the mean score of the traditional conception (M = 3.57, SD = 0.65), t (175) = 16.7, p < 0.05. However, teaching and learning conceptions did not differ based on gender. Independent samples t-test results showed that, for constructivist conception, there was no significant difference between males and females. Also, for the traditional conception, there was no significant difference between males and females.
The purpose of the study was to determine the relationship between pre-service teachers' scientif... more The purpose of the study was to determine the relationship between pre-service teachers' scientific epistemological beliefs and their science teaching efficacy beliefs. A correlational research design was used. The sample consisted of 115 level 100 pre-service teachers (73 males and 42 females). The Students Scientific Epistemological Views questionnaire (SSEV) and the Science Teaching Efficacy Beliefs Inventory (STEBI-B) were used to collect the data. It was found that scientific epistemological views of pre-service teachers were availing as indicated by the overall mean above 3 (M = 3.58, SD = .49). The dimensions of methodological approach and scientific attitude (M =3.90, SD = .62) and nature of scientific knowledge (M = 3.54, SD = .58 were availing. However, the dimension of authority and accuracy of scientific knowledge (M = 3.23, SD = .68) was less availing. It was also found that pre-service teachers' science teaching efficacy beliefs were low (M = 3.3, SD = .38).
The purpose of the study was to determine pre-service student teachers' readiness for emergency r... more The purpose of the study was to determine pre-service student teachers' readiness for emergency remote learning. The study participants consisted of 115 (66 males and 49 females) pre-service teachers of Gambaga College of Education, Ghana. Online learning readiness scale (OLRS) questionnaire was used to collect the data. Pre-service teachers were ready for online learning with overall readiness mean score of 3.65. The dimension with the highest mean score was motivation for learning (M = 3.97, SD = .90) followed by self-directed learning (M = 3.82, SD = .93). However, the dimensions of learner control (M = 3.30, SD = 1.00), computer/internet self-efficacy (M = 3.43, SD = 1.16) and online communication self-efficacy (M = 3.47, SD = 1.11) recorded low means. There was no significant difference in online learning readiness between males (M =3.71, SD =.82) and females (M = 3.57, SD = .76), t (.94), p = .349. Also, there was no significant difference in readiness between level 100 pre-service teachers (M = 3.65, SD = .79) and level 200 pre-service teachers (M = 3.68, SD = .85) t (-.122), p = .903.
International Journal of Innovative Research & Development, 2018
The purpose of the study was to determine whether students’ achievement in integrated science cou... more The purpose of the study was to determine whether students’ achievement in integrated science could be predicted from their achievement in core mathematics. The study employed ex post facto design in which the 2017 West African Senior school Certificate Examination (WASSCE) results of 674 students of Damongo Senior high school comprising 430 males and 244 females was analyzed using the numerical values of their grades. Regression analysis and correlations were run with the students’ core mathematics and integrated science grade values. The results showed a significant correlation between students’ core mathematics grades and integrated science grades (r = .629, p = .000). Analysis of variance revealed a significant difference between core mathematics achievements and integrated science achievement [F (1, 672) = 440.609, p = .000]. The regression analysis gave a significant model fit (R2 = .396, p = .000). This implied that 39.6% of the total variance in integrated science is accounted for by core mathematics. Also, independent samples t-test results revealed significant difference in achievement of males and females in core mathematics and integrated science.
International Journal of Innovative Research & Development, 2018
The purpose of the study was to develop and validate an instrument to measure students’ attitude ... more The purpose of the study was to develop and validate an instrument to measure students’ attitude towards electrochemistry. The Attitude towards Electrochemistry Scale (ATECS) was developed to measure students’ attitude towards electrochemistry. The ATECS was piloted and modified from an initial 20 items to 14 items. The construct validity of the 14 items was determined using factor analysis. The Cronbach’s alpha (α) value of the modified ATECS was .906. This provided a strong evidence of reliability. Principal components factor analysis was performed on the 14 items in ATECS with varimax rotation. The Bartlett’s Test of Sphericity was significant χ² = (261.232), p< 0.05, indicating that correlations between items were sufficiently large for factor analysis. Also, the KMO value of sampling adequacy was .606. Four factors were extracted based on Kaiser’s criterion. The statistical data revealed that the ATECS possesses good construct validity and can be used to determine students’ attitude towards electrochemistry.
International Journal of Innovative Research & Development, 2019
The purpose of the study was to identify misconceptions that students have about electrochemistry... more The purpose of the study was to identify misconceptions that students have about electrochemistry concepts and how they can be altered using conceptual change texts. A quasi-experimental design was employed. Two intact classes were chosen from two schools for the study. One school was assigned the control group and the other the experimental group.The control group class was at Ghana Senior High School, in Tamale in the northern region of Ghana and the experimental group was at Damongo Senior High School, in Damongo in the Savannah region of Ghana. The results revealed that students have many misconceptions regarding electrochemistry concepts. Many of the misconceptions centered on identifying the anode and cathode of galvanic cells, Functions of the salt bridge, Direction of flow of ions in electrochemical cells and Reactions occurring at the cells. The results also showed that for both experimental and control groups no student had sound understanding of the electrochemistry concepts tested. The results showed that there exists significant difference between the percentages of misconceptions of students in the experimental and control groups after treatment. This suggested that conceptual change texts helped students to change their preexisting conceptions or misconceptions for scientifically acceptable ones. The study also revealed that some misconceptions were held by a considerable number of students even after the instruction using conceptual change texts. The most common misconceptions identified are; that the function of the salt bridge is to allow electron flow, the anode in an electrochemical cell is always on the left, in an electrochemical cell electrons move from one electrode to the other through the salt bridge, in an electrochemical cell anions move from anode to cathode, the cathode in an electrochemical cell is always on the right, and in an electrochemical cell oxidation occurs at the cathode and reduction at the anode.
According to Maddock (1981) "science and science education are cultural enterprises which form a ... more According to Maddock (1981) "science and science education are cultural enterprises which form a part of the wider cultural matrix of society and that educational considerations concerning science must be made in the light of this wider perspective" (p. 10). The purpose of this study was to find out how cultural factors and beliefs affect the teaching and learning of some science concepts. The study focused on how students' religious and cultural beliefs and their backgrounds affect their understanding of phenomena such as rainfall, earthquake, thunder, floods, eclipse and lightening. Individual interviews were used to obtain students views and opinions. Students' views and their understandings of rain formation, lightning, thunder, earthquake, drought and how floods occur are influenced by their religious beliefs and cultural backgrounds. Students made reference to beliefs such as taboos, belief in gods, and supernatural powers. Although students were able to explain correctly how some natural phenomena occur, they held certain conceptions and views that are not scientifically accurate. These possibly were transmitted from their cultural backgrounds into the science classroom. Students also held misconceptions about particular natural phenomena. These cultural beliefs and taboos interfere with science teaching and learning and thus make the learning of science a difficult task for students.
The purpose of the study was to investigate pre-service teachers' view of nature of science (NOS)... more The purpose of the study was to investigate pre-service teachers' view of nature of science (NOS). A descriptive survey design was used for the study. A convenience sampling technique was used to get the participants. Participants were made up of 231 level 100 pre-service teachers (119 males and 112 females) from five colleges of education in Ghana. All the colleges of education were under the same mentor university. Participants completed the view of nature of science questionnaire (NOSQ) through online learning platforms. Data was analyzed using descriptive and inferential statistics. The results revealed that in general pre-service have no adequate conceptions about nature of science. However, pre-service teachers have informed views of some aspects of nature of science. The results revealed that 56 (24.2%) of pre-service teachers have naïve view of NOS. The results also revealed that 89 (38.5%) of pre-service teachers have transitional view of NOS. The results also revealed that 86 (37.2%) of pre-service teachers have informed view of NOS. There was no significant difference in pre-service teachers view of NOS between males (M = 3.76, SD = .389) and females (M = 3.79, SD = .376), t (229) =-.707, p = .48. Therefore, we fail to reject the null hypothesis. One-way analysis of variance (ANOVA) showed no significant difference in pre-service teachers' view of NOS by programme options, [F (2,228) = .783, p = .458.]
International Journal of Innovative Research and Advanced Studies (IJIRAS), 2018
The purpose of the study was to determine the effect of conceptual change texts on students’ cogn... more The purpose of the study was to determine the effect of conceptual change texts on students’ cognitive achievement and attitude towards electrochemistry. The study employed a quasi-experimental design in which intact classes were used. The experimental group (N=51) was made up of SHS2 chemistry students and the control group (N=52) was made up SHS2 chemistry students. Students’ misconceptions in electrochemistry were first identified using a structured interview and Electrochemistry Concept Test (ECCT) as pre-test. The ECCT was administered to students before and after the treatment. There was a significant difference in cognitive achievement of students in the experimental group (M = 12.2, SD = 3.83) and the control group (M = 10.0, SD = 3.73), t (101) = 2.99, p = .003, d = .59. The results revealed that conceptual change texts resulted in a significantly better acquisition of scientific concepts and cognitive achievement of students in electro-chemistry than the traditional teaching approach.
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Papers by PHILIP DORSAH