DISCUSSION, CONCLUSION, RECOMMENDATIONS AND SUGGESTIONS
5.0 Introduction
This chapter opens with the summary of the research findings. It also provides suggested solutions to the problem, recommendations made by the researcher and the conclusion of the entire study.
5.1 Summary and Conclusion
The entire research is to find out the appropriate way or method of teaching “Filtration of Water” as used in purifying water. In all, the researcher is able to detect the problem why pupils find it very difficult to understand the lesson. Improvisation as used by the researcher did help well to solve the problem which had existed for so long.
Findings of this study show that most teachers felt very reluctant in constructing teaching and learning materials to teach their lesson. Also, the existing materials for teaching and learning are only pupils’ textbooks and wall charts. This couldnot help pupils at all times to get concepts in Science relationally.
In addition to this, pupils in the class also did not see the importance of education and this is why during the intervention stage, the researcher got fifteen
(15) out of twenty-four (24) pupils in class. This could be attributed to the level of
their parents’ education, the attitude towards education in the community and their high interest in their farming and petty trading.
Finally, pupils are not taught to get the first hand knowledge as a result of the teaching method that teachers had stuck to. Hence, pupils forced themselves to understand concepts by rote learning, i.e. to get concept without understanding why such concepts are so.
5.2 Recommendations and Suggestions
The interviews conducted by the researcher had made him to give some recommendations and suggestions which are as follows:
1. Teachers should be motivated to give off their best by teaching systematically to the understanding of pupils. Teachers should be given higher remuneration accompanied with attractive incentive packages. This would encourage teachers use teaching and learning materials and improvised materials in teaching Science at the basic schools.
2. Teachers handling Science as a subject in the JSS should be teachers who have specialized in Science in their various colleges so as to get themselves well equipped with the subject matter. They would also be very comfortable with it when teaching. This would help to eradicate the problem of pupils always facing difficulties in Science lessons.
3. The study should be replicated in other Districts and Regions with larger number of subjects so as to find out how teachers are making use of improvised teaching and learning materials for the teaching of “Filtration of Water” in JSS One.
4. Ghana Education Service should organize programs for people in communities to educate them on the need to see education as a very important component of every growing individual in the country, and if such importance is realized, the benefit that families, communities and the country would derive from such individuals would be enormous.
5. There should be at least one modernized laboratory in each district for the basic schools. This would enable all basic schools to fall on such laboratories during practical lessons in Science.
6. Head teachers and Circuit supervisors should always ensure that there is regular supervision of teachers to see whether they are using the appropriate teaching methods stated in the lesson note as well as the stated teaching and learning materials.
7. Finally, Ghana Education Service should device a means of creating a fund where schools could fall on to purchase teaching and learning materials or to construct to teach lessons in Science.
5.3 Conclusion
The entire work is successful and all expectations of the researcher came through. Teachers and pupils of the researcher’s school of practice are very cooperating.
Water filtration is very important especially in areas where they do not have access to pipe-borne water. A pure example is Dodowa, where water is something that one could not rely on; hence this study has come as a way to intervene for
both pupils and inhabitants of Dodowa, to the school and hopefully pupils in the primary schools that would graduate to the JSS.
BIBLIOGRAPHY
1. Acquah, S (1996) Improvisation for the Teaching of Science In the Primary
School. Unpublished Thesis U.E.W.
2. Adjei, R.K. (1990) The Need for Practical Approach to Science Teaching
And How it Enhances Teaching-Learning At The JSS.
Thesis unpublished U.C.E.W.
3. Akpan, E.O. (1992) Towards Creative Science Teaching and Learning in
W/Africa Schools. Cape Coast Catholic Mission
Press.
4. Aryeh, E. (1996) “Teaching Science in Our Schools”. Daily Graphic. 4th
January, Pg.5, Col. 1.
5. Bill, W.T. (1998) Physical Science. 4th Edition Arizona State University
Press.
6. Boakye, A (1993) The Role of Improvisation In Teaching of Science In
Some Primary Schools In Nkawkaw.
7. Nash, R.F.G. (1978) A Periodic Table Game. The School Science Review.
8. Nwana, O.C. (1981) Introduction to Education Research. Heinemann
Educational Books (Nigeria) P.L.C.
9. Saka & Co. Ghana Senior Secondary School Science. New Edition.
10. UNESCO (1980) Handbook for Science Teachers. London Heinemann.
APPENDICES
The appendixes consist of the following:
• Photocopies of samples of pupils pre-test.
• Photocopies of samples of pupils post-test.
APPENDIX 1
Photocopies of samples of pupils’ pre-test
APPENDIX 2
Photocopies of samples of pupils’ post-test
