Collins Dauda Amadu, Ernest Samuel Fevlo, Christian Cudjoe Gato


This study examined the implementation of the new 4-year Bachelor of Education (B.Ed) Chemistry Curriculum in the Colleges of Education (CoEs) in Ghana and to determine whether the strategies used by the approaches used by the implementers were in line with those prescribed in the curriculum document. The theoretical framework for the study was based on Rogan and Grayson (2003) framework for curriculum implementation. The study was conducted in five Mathematics and Science CoEs in the Northern Zone in Ghana. Fourteen (14) Chemistry tutors comprising 10 males and 4 females who were directly involved in the implementation of the new curriculum were purposively selected for the study. The study used a descriptive survey design with a mixed methods approach. The quantitative data were collected through a survey questionnaire while a classroom observation checklist and semi-structured interview guide were used to collect the qualitative data. The qualitative data were analysed using descriptive statistics such as mean, and standard deviation. On the other hand, the observational data were analysed by coding and interpreting tutors’ classroom strategies. Moreover, the interviews were tape-recorded, later transcribed and categorised into themes. The study found that the tutors’ classroom strategies and assessment methods were not in conformity with those prescribed in the new curriculum. The study recommended the intensification of the continuous professional development (CPD) activities for tutors and also suggested that the external components of assessing students should include the learner-centred approaches as prescribed in the curriculum.


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