Judith Kafui Kemetse’s scientific contributions

The purpose of this study was to find out how pre-service teachers felt about their biology classroom environment and how they felt about biology. Two hundred and six (260) aspiring teachers from several Ghanaian science colleges of education took part in the study. The Attitude towards Biology Scale and the Biology Classroom Environment Scale were used to collect data. The study technique utilised to gather data is called a cross-sectional design. The data were analysed using means, independent samples t-tests, and one-way ANOVA across groups. The findings showed that pre-service teachers had a relatively good assessment of the environment in their biology classroom, with the categories of teacher support and involvement, cohesion, and research receiving the highest rankings. The pre-service teachers likewise had a mildly positive outlook on biology, scoring highest in the interest, significance, and enjoyment categories. Additionally, a strong positive association between pre-service teachers' attitudes toward biology and how they perceived their biology classroom setting was discovered. The results of this study indicate that fostering a good learning environment in biology classrooms may improve pre-service teachers' attitudes about biology.

Aim: Teachers' knowledge of feedback systems encompasses their understanding of the purpose and types of feedback, as well as their knowledge of how to design and implement effective feedback processes. The practice of feedback systems refers to the extent to which they implement feedback processes in the classroom. This includes the frequency and quality of feedback provided to students, as well as the use of feedback to guide instructional decisions. Assessing teachers' knowledge and practice of feedback systems in junior high schools is important because effective feedback practices are essential for promoting student learning and academic achievement. This study aimed to assess mathematics and science teachers' Knowledge and Practice of feedback systems in junior high schools in Hohoe, Ghana. Methods: A survey research design was used to collect data from 104 mathematics and science teachers using a self-administered questionnaire. Descriptive statistics, Mann-Whitney U test, and Pearson's correlation coefficient were used to analyze the data. Results: The results showed that the mean Knowledge score of mathematics and science teachers was 3.12, indicating a majority agreement level of knowledge of feedback system. The mean practice score was 2.12, indicating a majority disagreement level of practice of feedback system in the classroom. There was no significant difference in knowledge and practice scores between male and female teachers. However, an inverse correlation was found between knowledge and practice scores, indicating that teachers with higher knowledge of feedback systems may not necessarily be effective at implementing those systems in practice. Conclusion: It was observed that majority of the participants do not practice feedback in their teaching. Recommendations: There is need for professional development programs and policies that support effective feedback practices in the classroom. Further research is needed to identify the contextual factors that influence teachers' feedback practices and their understanding of feedback purposes in Ghana.

The Multiple Intelligence (MI) Theory has been recognised for its significance in education. This study aimed to provide a detailed examination of each intelligence and illustrate how different MIs work. The current study seeks to discover and link pre-service science teachers' numerous intellectual domains and learning style profiles. The survey method was used for the study, which included 150 pre-service science teachers. The “multiple intelligence domains inventory for educators” was utilised to collect data for the study. According to the findings, the use of MIs in science teaching is rarely mentioned, with the features of each intelligence in the context of the various science teaching methodologies. Further, the results indicated that the intelligences mentioned by Gardner could be found in the pre-service teachers in beginning their teaching. Logical-Mathematics was highly advanced among pre-service science teachers with the musical intelligence being the lowest. Gender differences were also found to exist between males and females in only two of the eight MIs, specifically, Logical-Mathematics and Visual-Spatial, which was also significant.

The Multiple Intelligence (MI) Theory has been recognised for its significance in education. This study aimed to provide a detailed examination of each intelligence and illustrate how different MIs work. The current study seeks to discover and link pre-service science teachers' numerous intellectual domains and learning style profiles. The survey method was used for the study, which included 150 pre-service science teachers. The “multiple intelligence domains inventory for educators” was utilised to collect data for the study. According to the findings, the use of MIs in science teaching is rarely mentioned, with the features of each intelligence in the context of the various science teaching methodologies. Further, the results indicated that the intelligences mentioned by Gardner could be found in the pre-service teachers in beginning their teaching. Logical-Mathematics was highly advanced among pre-service science teachers with the musical intelligence being the lowest. Gender differences were also found to exist between males and females in only two of the eight MIs, specifically, Logical-Mathematics and Visual-Spatial, which was also significant.

The Multiple Intelligence (MI) Theory has been recognised for its significance in education. This study aimed to provide a detailed examination of each intelligence and illustrate how different MIs work. The current study seeks to discover and link pre-service science teachers' numerous intellectual domains and learning style profiles. The survey method was used for the study, which included 150 pre-service science teachers. The "multiple intelligence domains inventory for educators" was utilised to collect data for the study. According to the findings, the use of MIs in science teaching is rarely mentioned, with the features of each intelligence in the context of the various science teaching methodologies. Further, the results indicated that the intelligences mentioned by Gardner could be found in the pre-service teachers in beginning their teaching. Logical-Mathematics was highly advanced among pre-service science teachers with the musical intelligence being the lowest. Gender differences were also found to exist between males and females in only two of the eight MIs, specifically, Logical-Mathematics and Visual-Spatial, which was also significant.

This study investigated the impact of 21st-century collaboration on pre-service teachers’ comprehension of acid-base concepts in selected science colleges of education in the Volta Region of Ghana. A pre-test/post-test quasi-experimental design with a non-equivalent control group was used in this study. The Acids-Bases Chemistry Achievement Test (ABCAT) was adapted from Damanhuri, Treagust, Won, and Chandrasegaran, (2016) to evaluate the extent to which pre-service science teachers in Ghanaian science colleges of education achieved the intended curriculum on acid-base concepts, specifically, concentration in mol/dm3 or g/dm3, properties of acids and bases, pH, pOH, neutralisation reaction and titrimetry. A sample of 52 second year pre-service science teachers from two intact science colleges of education was conveniently selected to participate in the study. An ABCAT comprising 19 items made up of 10 multiple-choice items and nine two-tier multiple-choice items was administered to pre-service science teachers as pre-test and post-test. Students taught with the 21st-century collaboration performed better than those taught using the Lecture method (LM) concerning acid-base conception when one-way between-group analysis of covariance (ANCOVA) and post hoc analysis with a Bonferroni adjustment was conducted on ABCAT. The results suggest that 21st-century collaboration facilitated the conceptual understandings of pre-service teachers in the experimental group.