Integrated Science Entry Grades Connection with End-of-Course Completion Grades in Science in a College of Education in Ghana

Previous experience is essential in the teaching and learning process because it serves as a basis for learners in tackling subsequent problems. It is on the basis of this, the researchers took up this study to explore the relationship between the entry grades of pre-service teachers in integrated science and their end-of-course completion grades in science-related courses at the college level. The quantitative descriptive survey research design was employed in this study. A sample of 124 pre-service teachers was purposively selected for the study with a checklist as the data collection instrument. Frequencies, percentages, and Spearman’s rho were used to analyse the data collected. The study discovered a noteworthy result regarding the relationship between entry grades and academic performance in science-related courses. The findings revealed a weak positive correlation between pre-service teachers' integrated science entry grades from the West African Senior School Certificate Examination and their subsequent performance in general biology, chemistry, and physics at the college level. It emphasised the limited effectiveness of relying only on entry grades as a criterion for college admissions. Based on the findings, it was recommended that policymakers and colleges of education move beyond the singular reliance on entry grades in admissions and consider a more comprehensive approach incorporating a broader range of factors that influence academic performance. Keywords: Entry grades, integrated science, pre-service teachers, biology, chemistry, physics DOI: 10.7176/JEP/14-23-05 Publication date:August 31st 202

Trainee Teachers Attitudes toward Macro-Teaching: Resource Impact and Mentors Perspectives

Macro-teaching is a technique used to prepare trainee teachers for the real classroom setting. This technique enables trainee teachers to experiment and learn relevant teaching skills through interactions with their lead mentors and mentors. This study assessed the attitude of trainee teachers towards macro-teaching from the perspective of lead mentors and mentors. The study also assessed the importance of school resources in macro-teaching exercise. Using a qualitative case study research design, and Braun and Clarke’s inductive thematic analysis approach 194 respondents’ responses were used for analysis. The study findings revealed a positive attitude among trainee teachers toward the macro-teaching exercise. It also revealed that school resources, particularly infrastructure and teaching and learning resources were inadequate and also not available in some public basic schools in the Bono East region. The findings found this to adversely affect trainee teachers’ competency development in the teaching profession. The study recommends that the Ministry of Education through the Ghana Education Service should provide school resources such as staff common rooms and reading materials for basic schools in the municipality to promote quality teaching and learning in schools

Trainee Teachers Attitudes toward Macro-Teaching: Resource Impact and Mentors Perspectives

Macro-teaching is a technique used to prepare trainee teachers for the real classroom setting. This technique enables trainee teachers to experiment and learn relevant teaching skills through interactions with their lead mentors and mentors. This study assessed the attitude of trainee teachers towards macro-teaching from the perspective of lead mentors and mentors. The study also assessed the importance of school resources in macro-teaching exercise. Using a qualitative case study research design, and Braun and Clarke’s inductive thematic analysis approach 194 respondents’ responses were used for analysis. The study findings revealed a positive attitude among trainee teachers toward the macro-teaching exercise. It also revealed that school resources, particularly infrastructure and teaching and learning resources were inadequate and also not available in some public basic schools in the Bono East region. The findings found this to adversely affect trainee teachers’ competency development in the teaching profession. The study recommends that the Ministry of Education through the Ghana Education Service should provide school resources such as staff common rooms and reading materials for basic schools in the municipality to promote quality teaching and learning in schools

School resources and attitudes of trainee teachers toward macro-teaching: Perspectives of mentors and mentees in the Bono East Region, Ghana

Teaching is an essential occupation in society and to attract and retain professional teachers in the classroom, teaching practice which is a training requirement for teachers needs to be productive. The study assessed trainee teachers’ attitudes toward macro-teaching and the availability of school resources needed to aid in the teaching and learning process. Using a qualitative case study research design, 370 participants were conveniently and purposively sampled from two districts and one municipality in the Bono East region. Braun and Clarke’s inductive thematic analysis approach was adopted and the narratives of the participants were used for the analyses. The study findings revealed a positive attitude among trainee teachers toward the macro-teaching exercise. The findings also revealed that school resources such as infrastructure were inadequate and also not available in some public basic schools in the Bono East region. The study recommends that the Ministry of Education through the Ghana Education Service should provide school resources such as staff common rooms in the basic schools in the municipality to enhance teaching and learning in the region