First Batch of CoE B.Ed Student Teachers' Performance Level in General Biology Organised By UCC.

  • Ankomah, R. Department of Science Education, Abetifi Presbyterian College of Education, Box 19, Abetifi-Kwahu, Ghana
  • Asamoah, E. Department of Science Education, Abetifi Presbyterian College of Education, Box 19, Abetifi-Kwahu, Ghana
  • Owiredu, J.K. Department of Science Education, Abetifi Presbyterian College of Education, Box 19, Abetifi-Kwahu, Ghana
Keywords: general biology, first four year degree programme, colleges of education

Abstract

The study investigated how the new four year Bachelor of Education degree students performed in their first ever quizzes organised by the University of Cape Coast (UCC). The student teachers were quizzed on some concepts in General Biology (EBS 103), a general course for all the forty-six (46) Colleges of Education in Ghana except students offering General Science as elective subject in the Colleges. The study involved the whole level hundred (L100) students of Abetifi Presbyterian College of Education who were selected through purposive and convenience sampling technique, totalling 435 students (195 female and 240 male). The test items used for the quizzes (Quiz 1 and 2) were constructed by Senior Lecturers of UCC with it reliability of 0.7 and its content and construct validity determined.  Data was collected from the scores in both quizzes and were analysed using both descriptive and inferential statistics. An independent sample t-test conducted showed that there was a significant difference between the performance of the male student teachers and the female student teachers in both quizzes ( p = 0.000, p>0.05). The findings further revealed that there was a higher mean score in the quiz one compared to quiz 2; however, the mean difference was statistically insignificant (P=0.623, p>0.05).

Published
2020-02-26
How to Cite
Ankomah, R., Asamoah, E., & Owiredu, J.K. (2020). First Batch of CoE B.Ed Student Teachers’ Performance Level in General Biology Organised By UCC. Social Education Research, 1(1), 21-26. https://doi.org/10.37256/ser.112020135.21-26