LOWER PRIMARY SCHOOL TEACHERS' PERCEPTIONS AND PRACTICES OF INQUIRY-BASED SCIENCE INSTRUCTION: INSIGHTS FROM A GHANAIAN EDUCATIONAL CONTEXT

Sakina Acquah

Abstract


This study investigated Lower Primary School (LPS) teachers' perceptions and practices of inquiry-based science instruction in the Effutu Municipality of Ghana, as well as the relationship between these two constructs. Guided by a positivist research approach, the study employed a descriptive survey design to collect data from 82 participants selected through census sampling. Six participants from the initial sample were randomly selected for structured classroom observations. Data were collected through questionnaires and a structured classroom observation checklist. The methods of data analysis included frequency counts, percentages, means, standard deviations, and the Pearson Product-Moment correlation coefficient. The findings revealed that LPS teachers have moderate perceptions of inquiry-based science instruction but have strong self-reports of their own instructional practices. Also, classroom observation results show that teachers are consistent in implementing the Engage and Explore Phases of the 5 E instructional model but less consistent in implementing the Elaborate and Evaluate Phases. The study further revealed a statistically significant positive relationship between teachers’ perceptions and practices, suggesting that favourable perceptions support the greater implementation of inquiry-oriented teaching. The study concludes that while inquiry-based science instruction is increasingly evident in LPS classrooms, its implementation remains incomplete and inconsistent. It provides evidence that the perception-practice gap is largely due to structural/institutional barriers rather than a lack of motivational drive among teachers. Therefore, recommendations to support sustained professional development opportunities, sufficient access to resources supporting inquiry-based science instruction, and institutional support structures at the school levels in the Effutu Municipality are warranted.

Keywords


inquiry-based science instruction, instructional practices, lower primary schools, teacher perception, teacher practice

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DOI: http://dx.doi.org/10.46827/ejes.v13i7.6933

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