@Article{ijmebac265,
AUTHOR = {Asmah, Justice Kobina and Osei-Manu, Frank and Azumah, Delphine Abla and Arthur-Baidoo, Francis},
TITLE = {Evaluation of Teacher Support Materials (TSM) in Teaching Titration in the Senior High Schools in Ghana},
JOURNAL = {International Journal of Mathematical, Engineering, Biological and Applied Computing},
VOLUME = {2},
YEAR = {2022},
NUMBER = {2},
PAGES = {49-69},
URL = {https://www.scipublications.com/journal/index.php/OJER/article/view/265},
ISSN = {2832-5273},
DOI = {10.31586/ojer.2022.265},
ABSTRACT = {A qualitatively, interpretative design was adopted to evaluate type of laboratory practical Teacher Support Materials that could be used to teach practical skills of observation, listening and communication and manipulation of apparatus in titration. The population of the study consisted of three public Senior High Schools (SHS) in Komenda Edina Eguafo Abirem (KEEA) municipality of the Central Region of Ghana. Each school offers chemistry as a subject to students. Convenient, purposive and simple random sampling techniques were used to sample schools, teachers and students for the study. Six (6) teachers were purposively sampled out of a total of 8 chemistry teachers because they had qualification in Science Education in Chemistry. Five (5) students from each school were randomly selected from each of the three SHS for focal group discussion. The main instrument used for data collection were semi structured interview guide and Observation Checklist (OC). Teachers interview schedule was used to solicit information from the chemistry teachers on how they perceived the use of Practical Skills- based TSMs for teaching practical process skills in titration at the SHS levels. The curriculum profile was used to collect data to answer the research question. For each of the four Lesson Profiles (lesson introduction, skill development, application and closure) of the lesson plan, the total number of scores was divided by the maximum possible scores for the profile and expressed as percentage and qualitatively describing the trends of emerging themes. The study concluded that there has been some improvement in the cognitive experience and pedagogical content knowledge of the teachers as well as the students in the use of the PS-based teacher support material in the laboratory. It is recommended that teachers and educators should thoroughly read and assimilate the contents and the processes described in the PS-based TSMs before they are used in teaching titration so as to develop practical process skills of the students.},
}

%0 Journal Article
%A Asmah, Justice Kobina
%A Osei-Manu, Frank
%A Azumah, Delphine Abla
%A Arthur-Baidoo, Francis
%D 2022
%J International Journal of Mathematical, Engineering, Biological and Applied Computing

%@ 2832-5273
%V 2
%N 2
%P 49-69

%T Evaluation of Teacher Support Materials (TSM) in Teaching Titration in the Senior High Schools in Ghana
%M doi:10.31586/ojer.2022.265
%U https://www.scipublications.com/journal/index.php/OJER/article/view/265

TY  - JOUR
AU  - Asmah, Justice Kobina
AU  - Osei-Manu, Frank
AU  - Azumah, Delphine Abla
AU  - Arthur-Baidoo, Francis
TI  - Evaluation of Teacher Support Materials (TSM) in Teaching Titration in the Senior High Schools in Ghana
T2  - International Journal of Mathematical, Engineering, Biological and Applied Computing
PY  - 2022
VL  - 2
IS  - 2
SN  - 2832-5273
SP  - 49
EP  - 69
UR  - https://www.scipublications.com/journal/index.php/OJER/article/view/265
AB  - A qualitatively, interpretative design was adopted to evaluate type of laboratory practical Teacher Support Materials that could be used to teach practical skills of observation, listening and communication and manipulation of apparatus in titration. The population of the study consisted of three public Senior High Schools (SHS) in Komenda Edina Eguafo Abirem (KEEA) municipality of the Central Region of Ghana. Each school offers chemistry as a subject to students. Convenient, purposive and simple random sampling techniques were used to sample schools, teachers and students for the study. Six (6) teachers were purposively sampled out of a total of 8 chemistry teachers because they had qualification in Science Education in Chemistry. Five (5) students from each school were randomly selected from each of the three SHS for focal group discussion. The main instrument used for data collection were semi structured interview guide and Observation Checklist (OC). Teachers interview schedule was used to solicit information from the chemistry teachers on how they perceived the use of Practical Skills- based TSMs for teaching practical process skills in titration at the SHS levels. The curriculum profile was used to collect data to answer the research question. For each of the four Lesson Profiles (lesson introduction, skill development, application and closure) of the lesson plan, the total number of scores was divided by the maximum possible scores for the profile and expressed as percentage and qualitatively describing the trends of emerging themes. The study concluded that there has been some improvement in the cognitive experience and pedagogical content knowledge of the teachers as well as the students in the use of the PS-based teacher support material in the laboratory. It is recommended that teachers and educators should thoroughly read and assimilate the contents and the processes described in the PS-based TSMs before they are used in teaching titration so as to develop practical process skills of the students.
DO  - Evaluation of Teacher Support Materials (TSM) in Teaching Titration in the Senior High Schools in Ghana
TI  - 10.31586/ojer.2022.265
ER  -