article · Open Access Publishing Group - European Journal of Education Studies
An assessment of lower primary school teachers in the Effutu Municipality of Ghana reveals key insights into how inquiry-based science instruction is understood and delivered. While teachers report moderate perceptions of inquiry-based methods, their self-assessed instructional practices are notably high. Direct classroom observations indicate that teachers consistently implement the Engage and Explore phases of the 5E instructional framework, but show less consistency during the Elaborate and Evaluate phases. A statistically significant positive correlation confirms that favourable teacher perceptions reinforce the practice of inquiry-based teaching. The incomplete adoption of these methods in classrooms stems largely from structural and institutional barriers, including limited resources and support structures, rather than teacher motivation. Addressing these deficiencies requires sustained professional development and increased access to educational resources.
Effective science education in early primary years builds foundational critical thinking and scientific literacy. Demonstrating that instructional shortcomings stem from systemic resource limitations and institutional barriers, rather than teacher reluctance, guides educational administrators and policymakers to focus investments on classroom resources and targeted teacher professional development programmes.
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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.
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DOI: 10.46827/ejes.v13i7.6933
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