Competency Level of Senior High School Biology Teachers’ and their Attitudes toward Organising Practical Work in Eastern Region of Ghana

Competency Level of Senior High School Biology Teachers’ and their Attitudes toward Organising Practical Work in Eastern Region of Ghana
Competency Level of Senior High School Biology Teachers’
and their Attitudes toward Organising Practical Work in
Eastern Region of Ghana
Comfort Ofori-Appiah1, Godfred Safo-Adu2*, Rebecca Esi Quansah3, Ernest Ngman-Wara4
1School of Graduate Studies, University of Education, Winneba, Ghana
2,3,4Department of Integrated Science Education, Faculty of Science Education, University of Education, Winneba, Ghana
The study examined the competency level of Senior High School Biology teachers in Eastern
Region of Ghana in organising practical work and its influence on their attitudes toward practical
work. A descriptive survey research design was employed for the study. A stratified simple
random sampling technique was employed to select 80 Biology teachers with at least three years
teaching experience from 20 district capital schools and 18 outside district capital schools for the
study. A closed- ended questionnaire was used to collect quantitative data from the selected
teachers. Practical lessons organised by a district capital teacher and an outside district capital
teacher were observed for 80 minutes using an observation protocol. Descriptive and inferential
statistics were used to analyse the data. The study revealed that teachers carried out practical
lessons for students and gave clear explanation before students performed practical work.
Notwithstanding, students never worked in groups during practical lessons and teachers barely
gave enough time for students to complete task when performing practical work. Teachers barely
marked students work and never provided immediate feedback. The competency level of Biology
teachers in organising practical work was high, which moderately influenced their attitudes
toward practical work (r = 0.468, p = 0.010). The area of specialisation of Biology teachers
contributed 19 % to their competency level (r = 0.19, p = 0.01). It is recommended that Senior High
School Biology teachers in the Eastern Region of Ghana should make students perform practical
work in groups and train students to perform practical work within stipulated time. Also, teachers
should mark student’s practical work and provide immediate feedback, as this will make students
do their corrections and perform better in Biology practical examinations.
Keywords: Attitudes, Biology Teachers, Competency Level, Influence, Practical Work, Students
INTRODUCTION
Teachers’ competence and attitudes toward organising
practical work contribute significantly to students’
academic achievements in practical examinations.
Teachers who have the requisite process skills and
knowledge and have the right attitudes toward practical
work are competent in organising practical lessons (Shah
& Udgaonkar 2018). This suggests that Biology teachers’
competence and attitudes toward organising practical
work cannot be undermined. Research also points to the
inseparable and mutual supporting relation between
knowledge and competence (Sanchez, 2001). Therefore,
the Biology teacher’s competence is the knowledge put
into action.
Competence is best described as a complex combination
of knowledge, skills, understanding, values, attitudes and
desire, which lead to effective embodied human action in
the world, in a particular domain (Deakin, 2008). According
to Khatoon, Alam, Bukhari and Mushqud (2014), the ability
to plan, organise and conduct various investigations
involving students is certainly one of the most important
competencies. Tan and Sharbain (2012) view competency
as a cluster of related knowledge, skills and attitudes that
*Corresponding Author: Godfred Safo-Adu, Department
of Integrated Science Education, Faculty of Science
Education, University of Education, Winneba, Ghana.
E-mail: gsafoadu@gmail.com
Research Article
Vol. 6(1), pp. 112-124, January, 2020. © www.premierpublishers.org. ISSN: 0379-9160
International Research Journal of Curriculum and Pedagogy

Ofori-Appiah et al. 113
affects a major part of one’s job and correlates with
performance on the job whilst Copriady (2014) explains
competency as a set of knowledge, skills and proficiency
in creating a meaningful experience when organising an
activity. Competency can be measured against all
accepted standards, and can be improved through training
and developemt. Teachers’ age, sex, academic
qualification, area of specialisation, years of teaching
experience, professional status and in – service training
affect their competency level. Tan and Sharbain (2012)
assert that training improves the competencies of teachers
in the teaching profession. A study carried out by Akiri and
Ugborugbo (2008) to examine the influence of gender on
the productivity of secondary school teachers in Delta
State, Nigeria showed that male teachers were productive
than their female counterparts. Also, in – service training
aimed at enhancing teachers’ performance should be
organised regulary. Mustafa (2013) found out that there
was a signifcant difference between female and male
Senior High School teachers in terms of mastery of
professional competency. Rugai and Agih (2008) found a
significant relationship between academic qualification
and teachers’ competency level in Bayelsa State, Nigeria
whilst Ladd (2008) in her studies on value added modelling
of teachers credentials showed that on average, teachers
with more years of teaching experience were more
competent than teachers with no teaching experience.
Furthermore, a study carried out by Ezeudu and Utazi
(2014) in secondary schools in Kogi State showed that
area of specialisation, years of teaching experience and
academic qualification had significant influence on
teachers’ competency level. Again, a study carried out by
Pratibha (2017) showed that educational qualification and
sex had a significant influence on teachers’ competency
level.
Attitude guides our behaviour and changes according to
time and experience (Niwas, 2018). Kasapoglu (2010)
considers attitude as a cognitive, affective and behavioural
response, which is organised based on experience and
knowledge of the individual or event around the
environment. Abudu and Gbadamosi (2014) also view
attitude as a hypothetical construct that indicates an
individual like and dislike towards an item. A teacher who
has positive attitude towards his or her work would like to
have more information to improve upon his or her work.
There should be higher relationship between teachers’
competence and attitudes because both involve an
individual to have knowledge, understanding and skills
about teaching. Koksal (2014) confirmed this assertion
that general competencies and attitudes are essential to
enhance the quality of the teaching profession. Therefore,
attitudes are generally considered within the scope of
competency and they have a profound impact on teachers’
practices. A teacher who is competent in a subject is most
likely to have a positive attitude towards the subject. A
research conducted by Tan and Sharbain (2012) on pre-
service teacher’s level of competence and their attitudes
toward the teaching profession in Gaza Strip revealed that
there was a strong correlation between teachers’
competency level and their attitudes before and after
training. Niwas (2018) also found a positive relation
between teaching competency and attitude of trainee
teachers towards creative teaching in Indian Himalayan
Region.
Practical work has been a prominent feature of school
science teaching from late nineteenth century when
science was established as part of the curriculum of
schooling in a number of countries (Klainin, 1999)
including Ghana. Practical work offers an essential
opportunity for students to link first-hand experience with
scientific concepts and ideas (Cossa, 2007). Also, it
provides opportunities for students to actually do science
as opposed to learning about science. Na’Omi (2013)
asserted that practical activities can be regarded as a
strategy that could be adopted to make the task of a
teacher real. Ormrod (2000) insists that, students should
be exposed to first-hand experience of scientific inquiry
process as well as constructing conceptual knowledge
through a designed student – centred investigative
method. Learning of science is seen by most science
educators as likely to be more effective if the child is
involved in practical activities and takes an active part in
the learning process (Woolnough & Allssop, 1985).
Teachers should be able to provide opportunities for
students to handle materials and analyse observed data
and draw conclusions. Ritchie and Rigano (1996)
indicated that instructional practices of Biology teachers
should assist learners to acquire process skills. Yeboah
(2010) posits that a sound theoretical and practical
knowledge of Biology is needed for the management of our
natural resources, provision of good health facilities,
adequate food supply and favourable environment. To
improve the quality and quantity of practical learning,
Biology teachers need to be motivated to apply practical
methods in teaching and learning of Biology. In addition,
Biology teachers are required to be competent in using
laboratory equipment and should have the requisite
laboratory management skills (Copriady, 2014). Bryan
(2003) opines that teachers who are competent in
ensuring students conduct experiments without mistakes
make practical effective.
The teaching and learning of Biology is very important
because the knowledge of Biology helps in improving the
quality of life of people and in solving many societal
problems relating to health, food storage, crop production
and environmental conservation. Furthermore, the
knowledge, skills and attitudes acquired through the study
of Biology help learners to have insight on natural and
environmental concepts, principles, theories, and laws
(Annan, Adarkwah & Yawson, 2019). In addition,
knowledge of Biology is required for many fields of study
that have immense contribution to the technological
growth of the nation (Ahmed, 2008). The teaching of
Biology in totality should guide the learner and make
him/her capable of critical thinking to make meaningful

Int. Res. J. Curricul. Pedag. 114
decisions and solve problems. This cannot be achieved
without practical activities. Mwangu and Sibanda (2017)
posit that Biology practical lessons are important in order
to understand biological concepts. In Ghana, the teaching
of Biology in Senior High Schools is to guide and inculcate
in the learner practical skills, which includes observation,
measurement, formulation hypothesis, predication,
designing, investigation, recording and interpretation of
data, drawing conclusions and communicating them
(Curriculum Research and Development Division, 2010). It
is also emphasised that the teaching of Biology should be
student-centred and activity oriented where the teacher
acts as a facilitator. Highly skilled professional teachers
with high competency level in practical work are therefore
needed to achieve the set objectives of the Senior High
School Biology syllabus in Ghana.
In many developing countries, effective implementation of
practical activities in Biology is a general problem as there
are so many constraints (Cossa & Uamusse, 2015). These
constraints include lack of laboratories and equipment,
poor preparation of teachers, teacher’s incompetence and
poor implementation of procedures as demanded by the
curriculum. Even though, Ghana is supposed to be the
first independent sub-Saharan African country to embark
on a comprehensive drive to promote science education
and the application of science in industrial and social
development (Anamuah-Mensah, 1999), her Senior High
School Biology students still have problems in solving
Biology practical questions. The performance of students
who wrote the May/June West African Senior School
Certificate Examination (WASSCE) Biology paper 2
(practical), improved in 2015 and 2016 but declined
significantly in 2017 and improved slightly in 2018 with raw
mean performance scores of (29.0 ± 8.2), (31.0 ± 11.7),
(24.0 ± 9.2) and (27.0 ± 10.3) respectively (WAEC Chief
Examiner’s Report, 2015; 2016; 2017 & 2018). WAEC
Chief Examiner’s Reports (2017, 2018) on Biology
practical stated that candidate’s inability to spell technical
terms correctly and relate structure of specimens to its
functions led to students’ loss of huge marks. In addition,
poor drawing of specimens, drawing specimen without
adding magnification, inability to title drawings and labeling
with guidelines that are not ruled were captured in the
WAEC Chief Examiner’s Reports for 2017 and 2018. The
WAEC Chief Examiner recommended that Biology
teachers should make students draw often, teach students
basic skills in drawing, drill students on spellings to
improve on their spelling skills of technical terms.
A study carried out by Olagunju and Abiola (2008) on
production and utilisation of material resources in Biology
education in South West Nigerian secondary schools
revealed that few Biology teachers used microscope,
magnifying glasses, preserved specimens, model quadrat
and aquarium. Also, a research conducted by Kandjeo-
Marenga (2011) about teaching and learning implications
of teacher demonstrations and group experiments for
practical work in Biology at Namibian secondary schools
revealed that teacher demonstrations in Biology provided
fewer opportunities to students for acquiring practical skills
compared to group experiments. Ramorogo (1998)
explored teachers’ perceptions of practical work in Biology
in Botswana secondary schools and found out that, the
shortage of laboratories and the lack of laboratory
assistants were serious impediments to teachers with
respect to involving students in meaningful practical
activities. Also, Leach and Paulsen (1999) reviewed the
use of practical work in science education in different
countries and found out that the bulk of science
assessment including Biology was traditionally non-
practical. These shortfalls may be common in Ghanaian
Biology classrooms.
Biology teachers’ competency level and attitudes in
organising practical work are essential factors to be
considered as they both influence the success of the
implementation of practical work. However, as attitudes
are generally considered within the scope of competency
(Naumescus, 2008), it is necessary to examine the
competency level of Biology teachers and their attitudes
towards practical work. Biology teachers develop their own
attitudes towards practical work, which reflect in their
discourse with their students during practical work. The
teacher’s attitude towards practical work will also reflect in
his or her use of equipment and materials, and the criteria
to use in assessing practical work output of students
(Abrahams & Saglem, 2010). A study carried out by Bello
(2015) on teachers’ attitudes toward practical work
indicated that Biology teachers had poor attitudes toward
practical work. The study further stated that factors that
influence Biology teachers’ attitudes toward practical work
include teaching experience, motivation, workload and
unavailability of well-equipped laboratory. It is therefore
important that the teacher understands teaching as an
attempt to transfer what he or she has learnt to students
using the right approach and attitude. A study carried out
by Copriady (2014) to explore the contribution of teachers’
competency level in teaching and learning practical work
in Riau, Indonesia showed that the level of competency in
all aspects of designing, planning, implementation and
evaluation of practical work was moderate. Furthermore, a
study carried out by Mustafa (2013) in Indonesia revealed
that Senior High School teachers had average level of
competence in teaching.
A competent Biology teacher will definitely understand
how to guide students in performing experiments and
practical work procedures. Biology teachers’ competence
in organising practical work include mastery of use
laboratory equipment, laboratory management skills and
the spirit of strong will and motivation to apply practical
methods in teaching and learning of Biology (Copriady,
2015). Teachers’ ability in handling practical work will have
a direct impact on students’ active involvement in practical
work. A search of available literature did not reveal any
study on Senior High School Biology teachers’
competency level in organising practical work and their

attitudes toward practical work in Ghana. This study was
designed to fill the gap. The purpose of this study was
therefore to examine the competency level of Senior High
School Biology teachers in Eastern Region of Ghana in
organising practical work and its influence on their
attitudes toward practical work. Specifically, the study
sought to assess the competency level of Biology teachers
in Senior High Schools in Eastern Region of Ghana in
organising practical work. It also, sought to assess the
influence of Senior High School Biology teachers’
competency level in organising practical work on their
attitudes toward practical work and determine the
relationship between the competency level of Biology
teachers’ in organising practical work and their
demographic factors.
The following questions were posed to guide the study:
1. What is the competency level of Senior High School
Biology teachers’ in organising practical work in
Eastern Region of Ghana?
2. Does Senior High School Biology teachers’
competency level in organising practical work has
influence on their attitudes toward practical work?
3. Is there a significant relationship between Senior High
School Biology teachers’ competency level in
organising practical work in Eastern Region of Ghana
and their
a. sex
b. age
c. years of teaching experience
d. academic qualification
e. professional status
f. area of specialisation
g. in – service training?
The two null hypotheses that guided the study were:
Ho 1: Competency level of Senior High School Biology
teachers’ in Eastern Region of Ghana in organising
practical work has no influence on their attitudes toward
practical work.
Ho 2: There is no relationship between the competency
level of Senior High School Biology teachers’ in organising
practical work in Eastern Region of Ghana and their
demographic factors.
METHODOLOGY
Research Design
A descriptive survey research design was employed for the
study. This research design was used because it provided
information useful to the solution of the problems. It
employs application of scientific method by critically
analysing and examining the source materials, by
analysing and interpreting data, and arriving at
generalisation and prediction (Salaria, 2012). Survey
research may be qualitative or quantitative in verbal or
mathematical expression and therefore provides practical
information (Creswell, 2007). Babbie (2001)
recommended the descriptive survey for the purposes of
generalising from a sample of a population so that
references can be made about some characteristics,
attributes or behaviour of the population.
Sample and sampling technique
All Senior High Schools in the Eastern Region of Ghana
were categorised into two. Namely, district capital schools
and outside district capital schools. A random list of
schools consisting of 20 district capital schools and 18
outside district capital schools was generated using
Microsoft Excel. A stratified simple random sampling
technique was employed to select 80 Biology teachers
with at least three years teaching experience from 20
district capitals schools and 18 outside district capital
schools. Stratified random sampling ensures each item
has an equal or known opportunity of being selected
(Yeboah 2010). The Biology teachers in the selected
schools formed the study sample. The sample consists of
57 males and 23 females. Forty eight percent of Senior
High School Biology teachers in the Eastern Region of
Ghana were randomly selected for the study. Since Patton
(2002) argues that 30% of the target population is enough
in a descriptive survey study, the number of Biology
teachers used for the study was justified.
Research instruments
A closed-ended questionnaire was used to collect
quantitative data while observation protocol was used to
collect qualitative data. The questionnaire consisted of
three sections. Section A, B and C. Section A was made
up of eight items that collected information on respondents
demographic characteristics which included sex, age,
years of teaching experience, academic qualification,
professional qualification, area of specialisation and in-
service training. Section B contained 13 items and elicited
information on Biology teacher’s competence in organising
practical work. Section C contained 10 items and elicited
information on Biology teacher’s attitudes toward practical
work. The 13 and 10 items in section B and C respectively
were adapted from instruments developed by Khatoon,
Alam, Bukhari and Mushtaq (2014) and Ampiah (2004). All
the items in section B and C were close-ended and of the
five-point Likert type scale. Robson (2002), reiterates that
Likert-scale looks interesting to respondents and people
enjoy completing a scale of this kind. Neuman (2000) on
the other hand, considers the simplicity and ease of use of
the Likert scale as its real strength. Five-point Likert scale
was adapted because studies on the use of Likert scale
indicated that reliability increases up to 5 categories,
beyond which no further substantial gains are made
(Preston & Colman, 1999). According to Likert (1932),
respondents usually avoid choosing the “extremes”
options on the scale, because of the negative implications
involved with “extremists”, even if an extreme choice would
be the most accurate. The respondents were asked to

indicate the intensity of their responses to each of the
items on the five-point Likert scale. Positive statements
were scored as follows: strongly agree (5), agree (4),
neutral (3), disagree (2) and strongly disagree (1).
However, negative statements were scored as follows:
strongly agree (1), agree (2), neutral (3), disagree (4) and
strongly disagree (5). Reverse order of scoring was
important for reducing respondents’ bias. It was to
counteract the tendency for respondents who, without
much thought, would give the same answer to all questions
(Gay, 1987). The lesson observation protocol consisted of
ten items, which collected information on how practical
activities were set up for students, the equipment and
materials used, procedures used and how the practical
activities were supervised. The observation protocol was
used to determine whether the respondents expressed
views in the questionnaire were consistent with their
practices and to examine what goes on in the laboratory
during practical work.
Validity and reliability of instrument
The instruments were reviewed by experts in science
education at University of Education, Winneba to ensure
their face and content validity, after which they were pre-
tested in 10 Senior High schools in the Greater Accra
Region of Ghana to estimate their reliabilities. The items of
the questionnaire were subjected to item analysis in order
to identify those whose removal or modification would
enhance the internal consistency of the instruments
(Onwoioduokit, 2000).The Statistical Package for Social
Sciences (SPSS) was used to determine the Cronbach
alpha coefficient value for the questionnaire, which was
found to be 0.79. According to Leech, Barrett and Morgan
(2005), Cronbach alpha coefficient value of 0.70 and
above indicates a reasonable internal consistency and that
alpha value between 0.60 and 0.69 indicate minimal
adequate reliability. According to Ary, Jacobs and
Razavieh (2002), where results are used to make
decisions about a group, reliability coefficient of 0.50 to
0.60 is acceptable. The questionnaire items were therefore
reliable as the Cronbach alpha coefficient value was above
0.70. To determine the reliability of the observation
protocol, experts observed practical lessons in Senior High
Schools in the Greater Accra Region of Ghana using the
observation protocol. The Cohen’s kappa coefficient value,
depicting inter-rater reliability of the observation protocol
was determined using Statistical Package for Social
Sciences. A Cohen’s kappa coefficient value of 0.77 was
obtained. According to Multon and Coleman (2018),
observation data with an inter-rater reliability of 0.7 or 70%
is considered reliable. This implies that the observation
protocol was reliable.
Data collection procedure
An official letter was written to heads of the selected Senior
High Schools to seek for permission to carry out the study.
The questionnaires were administered to 80 Biology
teachers with at least three years of teaching experience
from 20 district capital schools and 18 outside district
capital schools. Well-trained research scientists from the
Department of Science Education administered the
questionnaires directly to the respondents. The research
scientists explained the purpose of the study and any part
of the questionnaire that posed problem to the
respondents. All the respondents were assured that the
information they will provide would be confidential. Each
respondent was given adequate time to complete the
questionnaire. The questionnaire was completed and
collected the same day and 100% return rate was
achieved. A sub-sample of two teachers, one from a school
in a district capital and the other from an outside district
capital school was used for the second phase of the
research. An 80 minutes practical lesson each was
observed using the observation protocol or checklist. The
purpose of selecting two teachers was that the analysis of
the quantitative data revealed similar responses by
teachers and exhibit possible common behaviour during
practical lesson. The observation was to cross check and
identify discrepancies between respondents’ competence
and attitudes toward practical work based on the
quantitative data gathered during the first phase. During
the practical lesson, every observable behaviour (verbal
and non-verbal) of the teachers were ticked (√). The
researchers were non-participant observers. Notes were
also taken during the lesson to take care of relevant issues
not covered by the observation schedule, such as the topic
and objectives for the lesson, list of materials and
equipment used in each observed lesson. Notes were
taken on the nature of laboratory activities and the
involvement of students in these activities.
Data analysis
The responses of the participants on the questionnaire
items were entered into Statistical Package for Social
Sciences (SPSS) version 20 for analysis. To ease
interpretation, strongly agree and agree responses by
participants were considered as agree whilst strongly
disagree and disagree were considered as disagree. The
descriptive function of the SPPS was used to organise the
data into frequency counts, percentages and mean scores.
A mean score above 3 and below 3 was considered
competent and incompetent respectively while a mean
score of 3 was considered neutral. Similarly, a mean score
value below 3 and above 3 indicated negative and positive
attitudes respectively whilst a mean score of 3 was
considered as neutral. Pearson product moment
correlation was used to determine the influence of Biology
teacher’s competency level in organising practical work on
their attitudes toward practical work and the relationship
between Biology teachers’ competency level and their
demographic characteristics.

RESULTS
Teachers’ age, sex, academic qualification, years of
experience, professional status, and area of specialisation
are important factors that affect the outcome of practical
lessons organised by teachers. Table 1 presents the
demographic distribution of respondents in the study area.
Table 1. Demographic distribution of Biology teachers (N=
80)
Variation Number of
respon-
dents
Percent-
age (%)
Sex Male
Female
57
23
71
29
Age 26 – 30
Above 30
15
65
19
81
Years of
teaching
experience
3 – 5
6 – 8
9 – 11
12 – 14
Above 14
32
20
9
5
14
40.0
25.0
11.0
6.0
18.0
Academic
qualification
First degree
Second degree
71
9
89.0
11.0
Professional
status
Professional
Non
professional
72
8
90.0
10.0
Areas of
specialisation
Biology
Chemistry
Biology and
Chemistry
All the three
sciences
Others
60
1
5
5
9
75.0
2.0
6.0
6.0
11.0
In-service
training status
Yes
No
56
24
70.0
30.0
In–service
training
organisers
GAST
GES
GAST and GES
None
34
12
10
24
42.0
15.0
13.0
30.0
*GES = Ghana Education Service; GAST = Ghana
Association of Science Teachers
The number of male Biology teachers (71 %) in the study
area was significantly more than their female counterparts
(29 %). This implies that there was a huge gender
inequality about the teaching of Biology in the study area.
The age group of the respondents varied between 26 and
30 years and above. Majority of the respondents (81 %)
were above 30 years of age. The years of teaching
experience ranged from 3 to 14 years and above. It was
found that majority of the respondents (40%) had 3 to 5
years of teaching experience while few respondents (6 %)
had 12 to 14 years of experience. In addition, more than
half of the participants had at least 6 years’ teaching
experience with 35 % having at least 9 years of teaching
experience. The professional teachers (90 %) in the study
area were significantly higher than the non-professional
teachers (10 %). This implies that majority of the Biology
teachers in the study area were professionally qualified. In
addition, most respondents (89 %) had first degree in
Biology and other disciplines. Teachers with specialisation
in Biology constituted 75 % while few (6 %) had specialties
in both Biology and Chemistry. Few respondents (11 %)
had specialties in disciplines such as Agricultural Science,
Environmental Studies and Health Physical Education
Recreation and Sports. Biology teachers who received in
– service training were 40 % more than those who never
had in – service training. It was found that majority of
respondents (42 %) received their in- service training from
Ghana Association of Science Teachers (GAST) whilst few
(15 %) obtained their in- service training from Ghana
Education Service (GES).
The results of Senior High School Biology teachers
competency level in organising practical work is depicted
in Table 2.
From Table 2, all the respondents (100 %) gave clear
explanation before students performed practical work. A
significant proportion of the teachers (99 %) linked
practical lessons with students’ experiences. In addition,
almost all teachers (98 %) defined problems in simple
language, linked concrete and abstract experiences of
students. Teachers showed high level of competency in
handling equipment (94 %), gathering information from
internet (85 %) and used interactive whiteboard in labelling
diagrams (65 %). Few teachers were incompetent in
gathering information using internet (5 %) and using
interactive whiteboard in labelling diagrams (15 %).
Clearly, a greater proportion of teachers were competent
in helping students to write reports on experiments (64 %)
and making science models (59 %). Teachers who were
incompetent in assisting students to write reports on
experiments and making models constituted 11 and 9 %
respectively. The competency level of teachers in
organisation field trips, which is a curriculum requirement
(Curriculum Research and Development Division, 2010),
and making botanical gardens were low with percentage
levels of 37 and 17 % respectively.
The respondents mean scores on the competency level in
organising practical work ranged from 2.56 to 4.58. Only
one item had a mean score below 3.0 (item 7). Thus,
respondents were incompetent in making botanical
garden. Item 6 registered a mean score of 3.24 which is
slightly above the mean score of 3.0. The respondents can
be described as having low competence in organising field
strips.
The result of the correlational analysis to establish the
relationship between Biology teachers’ competency level
and their demographic factors is presented in Table 3.

Table 2. Biology teacher’s competency level in organising practical work (N=80)
S/N Statement
I have competence in:
Agree Neutral Disagree Mean SD
1. giving clear explanation before practical work 80
(100%)
0 0 4.49 0.50
2. demonstrate experiment before students carryout experiment 70
(87 %)
6 (8 %) 4
(5 %)
4.14 0.76
3. helping students to write report on experiments 51
(64 %)
20
(25 %)
9
(11 %)
3.66 0.90
4. collecting animal and plant for Biology practical work 73
(91 %)
7
(9 %)
0 4.49 0.66
5. helping students in making Biology models 47
(59 %)
26
(32 %)
7
(9 %)
3.45 0.86
6. arranging field strips for finding answers to students questions 30
(38 %)
31
(38 %)
19
(24 %)
3.24 0.70
7. making botanical garden in school for teaching Biology 15
(17 %)
37
(41 %)
38
(42 %)
2.56 0.74
8. using interactive white board for labeling diagrams 52
(65 %)
16
(20 %)
12
(15 %)
3.75 0.78
9. linking lessons with past experience 79
(99 %)
0 1(1 %) 4.58 0.57
10. linking concrete and abstract experience of students 76
(95 %)
2
(2.5 %)
2
(2.5%)
4.45 0.67
11. using internet to gather information for students 68
(85 %)
8
(10 %)
4
(5 %)
4.23 0.87
12. defining problem (topic) in simple language 78 (98%) 1
(1 %)
1
(1 %)
4.50 0.60
13. Handling equipment 75
(94 %)
3
(4 %)
2
(2.5%)
4.29 0.66
Table 3. Relationship between Biology teachers’
competency level and their demographic factors
Relationship Correlation
value
p –
value
Sex and competency level - 0.290 0.010
Age and competency level 0.184 0.103
Years of teaching experience and
competency level
- 0.150 0.167
Academic qualification and
competency level
- 0.030 0.108
Area of specialisation and
competency level
0.190 0.010
In–service training and competency
level
- 0.156 0.166
There was a significant negative relationship between
Biology teachers’ competency level and their sex (r = -0.
29, p < 0.01). Notwithstanding, statistically significant weak
positive relationship existed between the area of
specialisation of Biology teachers’ and their competency
level (r = 0.19, p = 0.01). That is the area of specialisation
of Biology teachers’ contributed 19 % to their competency
level.
The results of observation made during practical lessons
conducted by a teacher from a district capital school (DCT)
and a teacher from an outside district capital school
(ODCT) are presented in Table 4.
From Table 4, respondents from the two categories of
schools performed 92 % of the practical activities. Activity
5 was not performed by the participants from both
categories of schools. The participant from district capital
school category failed to mark students work and so never
provided feedback to students (Item 6). The participant
from an outside district capital school category failed to
help students to follow rules in drawing (Item 8) and also
failed to give students sufficient time to complete task
given to them (Item 9). The participants from the two
categories of schools carried out practical lessons for
students, guided students during practical lessons, gave
clear explanation before practical work, and provided
enough materials during practical lessons. Furthermore,
participants from the two categories of schools linked
concrete and abstract experiences of students, provided
the materials for students during practical work and
supervised practical lessons.

Table 4. Results of observation made during practical lessons
S/N Activity Remarks
OCT ODCT
1. Teacher set up practical work for students √ √
2. Teacher gives clear explanation before practical work √ √
3. Teacher teaches theory before practical work √ √
4. Teacher provides enough items/equipment during practical lessons √ √
5. Students work in group during practical lessons × ×
6. Teacher marks students’ work and provide immediate feedback × √
7. Teacher guides students during Biology practical lessons √ √
8. Students follow rules and, in their drawing, √ ×
9. Students are given enough time to complete tasks √ ×
10. Students use the right equipment during practical work √ √
11. Teacher links concrete and abstract experiences of students √ √
12. Teacher collects animal and plant specimens for Biology teaching √ √
13. Teacher supervises students while performing practical tasks √ √
* DCT = District Capital Teacher; ODCT = Outside District Capital Teacher
Table 5. Biology teacher’s attitudes toward practical work.
S/N Statement Agree Neutral Disagree Mean SD
1. I like Biology practical 80
(100%)
0 0 4.53 0.50
2. I wish I don’t have Biology so often 7
(9 %)
3
(4 %)
70 (87%) 3.91 0.87
3. Biology practical helps me to teach theory well in class 76
(95 %)
3
(4 %)
1
(1 %)
4.49 0.64
4. Biology practical motivates students 0 1
(1 %)
79
(99 %)
4.49 0.57
5. I like to expose my students more to science equipment during
practical
78
(97 %)
2
(3 %)
0 3.45 0.54
6. I like working with science equipment despite the problems I
have using them
66
(82 %)
7
(9 %)
7
(9 %)
4.03 0.94
7. Biology practical make me appreciate Biology better 79
(99 %)
0 1
(1 %)
4.69 0.54
8. Writing up Biology practical is a very useful exercise to me 76
(95 %)
3
(4 %)
1
(1 %)
4.39 0.63
9. Biology practical helps me acquire scientific skills 79
(99 %)
1
(1 %)
0 4.66 0.50
10. Biology practical is boring 1
(1%)
2
(3 %)
77
(96 %)
3.45 0.61
*SD= Standard deviation
The result of the attitudes of Biology teachers toward
practical work is shown in Table 5.
From Table 5, the respondents mean score on their
attitudes in organising practical work ranged from 3.45 to
4.69. All the items had mean scores above 3.0, which
indicate that respondents had positive attitudes toward
organising practical work. Two of the items had their mean
scores slightly above 3.0. All the respondents (100 %)
liked Biology practical work.
It was found that almost all the respondents (99 %)
indicated that Biology practical work made them
appreciate Biology better and made them acquired
scientific skills. In addition, almost all respondents (99 %)
reported that Biology practical work did not motivate their
students. However, 97 % of the respondents liked to
expose their students more to science equipment during
practical work. A high proportion of respondents (95 %)
reported that Biology practical work helped them taught
Biology content lessons in class and writing up Biology
practical activities were very useful to them.
The Pearson moment of correlation result, which tests the
hypothesis that competency level of Biology teachers’ in
organising practical work influence their practical work
attitudes, is presented in Table 6.
From Table 6, statistically, significant moderate positive
correlation existed between Biology teachers’ competency
level and their attitudes (r = 0.468, p = 0.010).This means
Biology teacher’s competency level moderately influenced
their attitude. That is, Biology teacher’s competency level
contributed about 47 % to their attitudes toward practical
work.

Table 6. Relationship between teachers’ competency level
in organising practical and their practical work attitudes
Relationship Correlation value p –value
Competency level
and attitude
0.468 0.010
DISCUSSION
The study examined the competency level of Senior High
School Biology teachers in Eastern Region of Ghana in
organising practical work and its influence on their
attitudes toward practical work. The study revealed that the
number of male Biology teachers were 42 % more than
their female counterparts. The teachers had varied years
of teaching experience with most teachers (60 %) having
6 years of teaching experience and above. Most
respondents (81 %) were above 30 years of age. It was
found that greater proportion of the teachers were
professional teachers with first degree in Biology and had
their in – service training either from Ghana Association of
Science Teachers and or Ghana Education Service. This
accounted for the high competency level of Biology
teachers’ in organising practical work in the study area.
The quantitative findings revealed that all respondents
carried out practical lessons for students and gave clear
explanation before students performed practical work. This
is in line with the assertion that there is the need for clear
explanation and instructions before performing practical
work (Copriady, 2014). This implies that students were
given opportunity to link first-hand experience with
scientific concepts and ideas (Cossa, 2007) and acquired
the needed process skills. It was found that almost all
respondents (99 %) linked lessons with experiences and
defined topics in simple language to the understanding of
students. In addition, a greater proportion of respondents
(95 %) linked concrete and abstract experiences of
students. This might have contributed to the good
performance of students in the 2015 and 2016 WASSCE
Biology practical paper (WAEC Chief Examiner’s Report,
2015 & 2016). Furthermore, majority of the respondents
indicated to be competent in handling equipment (94 %),
demonstrated experiments before students carried out
practical activities (87 %), gathered information from the
internet for students (85 %) and utilised interactive
whiteboard in labeling diagrams (65 %). This will make the
students understand Biology better (Gott & Duggan,
2009). Most respondents helped students to write reports
on experiments (64 %), and made science models during
practical work (59 %). Again, this will make students know
and recall the practical work procedures and help them
make their own experimental designs (Kellner, 2012). The
competency level of respondents in organisation field trips
(37.5 %), which is curricula requirement and making
botanical gardens (17 %) were low. This implies that
students would not have the opportunity to construct their
own meanings through observation and making their own
discoveries.
The qualitative findings revealed that teachers barely gave
enough time for students to complete task when
performing practical work and barely marked students
work and never provided immediate feedback. This
prevented students from doing their corrections,
contributing to low students understanding in practical
lessons (Owino, Ahmed & Yungungu, 2014) and might
have contributed to the inability of students to draw
specimens correctly, add titles and magnifications to
biological drawings during West African Senior School
Certificate Examination in Biology practical (WAEC Chief
Examiner’s report, 2016 & 2018). Moreover, students
never worked in groups during practical activities. This
finding is in contrast to the study conducted by Kandjeo –
Marenga (2011), where Biology teachers in Namibian
secondary schools organised practical lessons in groups,
which allowed students to acquire variety of process skills
such as classifying, measuring, inferring and predicting. It
was found that teachers provided enough materials during
practical work and guided students during practical
lessons.
The study revealed that the competency level of Biology
teachers in organising practical work was high. This
implies that the Biology teachers understood how to guide
students in performing experiments and practical work
procedures. In addition, they had mastery of the use of
laboratory equipment, laboratory management skills and
applied practical method in teaching and learning of
Biology (Copriady, 2015). The finding of this study is in
contrast with the study carried by Mustafa (2013) among
Senior High School teachers in Indonesia where the
teachers had an average competency level in teaching.
Again, the finding of this study is in contrast with the study
carried out by Copriady (2014) in Indonesia, where the
teachers’ competency level in all aspect of designing,
planning, implementation and evaluation of practical work
was moderate. Mustafa (2013) posits that competent
teachers apply broad integrated sets of knowledge and
skills as they plan for improvement and revise instruction.
The high competency level of the Biology teachers means
they used the right approach of conveying practical
knowledge and skills to their students (Khatoon et al.,
2011). There was a statistically significant negative
relationship between Biology teachers’ competency level
and their sex (r = -0. 29, p = 0.01). Also, statistically
significant weak positive relationship existed between the
area of specialisation of Biology teachers and their
competency level (r = 0.19, p = 0.01). That is, the area of
specialisation of teachers contributed 19 % to their
competency level. This confirms Sanchez’s (2001)
assertion that there is an inseparable and mutual
supporting relation between knowledge and competence.
Therefore, the Biology teachers’ competence is the
knowledge put into action. The finding of this study is in
contrast with the study carried out by Ezeudu and Utazi
(2014) in secondary schools in Kogi State, where teachers’
area of specialisation had significant influence on their
competency level. Again, the finding of this study is in

contrast with the study carried out by Pratibha (2017),
where teachers’ sex had a significant influence on their
competency level.
The study revealed that respondents had positive attitudes
toward practical work. This implies that Biology teachers
had the desire to look for more information to improve upon
their practical work. The positive attitudes of Biology
teachers toward practical work made them had a strong
desire in using laboratory equipment and materials, and
improved on the criteria used in assessing practical work
output of students (Abrahams & Saglem, 2010). The
finding of this study is in contrast with the study carried out
by Bello (2015), where Biology teachers had poor attitudes
toward practical work. It was found that all the respondents
liked practical work. This made almost all respondents
(99 %) appreciated Biology better. In addition, majority of
the respondents (95 %) indicated that writing up Biology
practical was useful to them while almost all respondents
(99 %) revealed that Biology practical work was
interesting. A greater proportion of respondents (87 %)
indicated to perform Biology practical often. This helped
almost all respondents (99%) acquired scientific skills to
teach Biology content in class. In addition, most
respondents (82 %) liked working with science equipment
despite the problems they encountered using them. This
consequently exposed their students to science equipment
during practical work. Although, students were exposed to
science equipment during practical work, almost all (99 %)
Biology teachers’ indicated that Biology practical work
never motivated students. The lack of motivation of
students in Biology practical work could negatively affect
their learning outcomes because students perceived
learning depends on their level of motivation (Abrantes,
Seabra & Lages, 2016). Furthermore, students must be
actively engaged and show interest in class to achieve
effective learning of practical work (Nayir, 2017).
The teachers’ competency level in organising practical
work moderately influenced their attitudes (r = 0.468, p =
0.010), hence the null hypothesis that Biology teachers
competency level had no influence on their attitudes was
rejected. This confirms Koksal’s (2014) suggestion that
general competencies and attitudes have a link and they
are essential to enhance the quality of the teaching
profession. This is reflected in the Biology teachers’
competence and positive attitude towards practical work
depicted in Table 2 and 5 respectively. This combination of
attitude and competence will influence the teachers’ use of
equipment and materials, and the criteria used in
assessing practical work output of students (Abrahams &
Saglem, 2010). The finding of this study is in parallel with
the study conducted by Tan and Sharbain (2012) on pre-
service teacher’s level of competence and their attitudes
toward the teaching in Gaza Strip, where there was a
strong correlation between teachers’ competency level
and their attitudes before and after training. Similarly,
Niwas (2018) found a positive relation between teaching
competency and attitudes of trainee teachers toward
creative teaching in Indian Himalayan Region. The finding
of this study confirms the assertion that a teacher who is
competent in a subject is most likely to have a positive
attitude towards the subject (Tan & Sharbain, 2012).
SUMMARY OF FINDINGS
1. Biology teachers in Eastern Region of Ghana were
professional teachers with varied years of teaching
experience and had first degree in Biology. Most of the
teachers had their in –service training either from
Ghana Association of Science Teachers and or Ghana
Education Service.
2. The competency level of Senior High School Biology
teachers in organising practical work in Eastern
Region of Ghana was high, which moderately
influenced their attitudes toward practical work (r =
0.468, p = 0.010). As a result, teachers had positive
attitudes toward practical work.
3. There was a statistically significant weak positive
relationship between the area of specialisation of
Biology teachers and their competency level (r = 0.19,
p = 0.01). That is, the area of specialisation of Biology
teachers contributed 19 % to their competency level.
4. The quantitative findings revealed that all respondents
carried out practical lessons for students and gave
clear explanation before students performed practical
work.
5. The competency level of Biology teachers in
organisation field trips (37.5 %), which is a curriculum
requirement and making botanical gardens (17 %)
were low.
6. Qualitative findings revealed students never worked in
groups during practical lessons and teachers barely
gave enough time for students to complete task when
performing practical work, barely marked students
work, and never provided immediate feedback. This
contributed to students’ inability to draw specimens
correctly, add titles and magnifications to biological
drawings in Biology practical during West African
Senior School Certificate Examinations.
CONCLUSION AND RECOMMENDATIONS
The study revealed male Biology teachers in Senior High
Schools in the Eastern Region of Ghana were 42 % more
than their female counterparts. Quantitative findings
revealed that all the respondents carried out practical
lessons for students and gave clear explanation before
students performed practical work. In addition, almost all
respondents (99 %) linked lessons with experiences and
defined topics in simple language for students to
understand. Competency level of teachers in organisation
field trips, which is a curricula requirement and making
botanical gardens, were low. Qualitative findings revealed
that students never worked in groups during practical
lessons and teachers barely gave enough time for

students to complete task when performing practical work,
barely marked students work, and never provided
immediate feedback. The competency level of Biology
teachers in organising practical work was high, which
moderately influenced their attitudes toward practical work
(r = 0.468, p = 0.010). As a result, teachers had positive
attitudes toward practical work. A significant weak positive
relationship existed between the area of specialisation of
teachers and their competency level but no significant
positive correlation existed between age of teachers and
their competency level.
It is therefore recommended that:
1. Senior High School Biology teachers in the Eastern
Region of Ghana should make botanical gardens in
their schools and should organise field trips to
enhance teaching and learning.
2. Senior High School Biology teachers in the Eastern
Region of Ghana should make students perform
practical work in groups, train students to perform
practical work within stipulated time, mark student’s
practical work and provide immediate feedback. This
will make students do their corrections and perform
better in Biology practical examinations.
3. The Ghana Education Service should post more
female Biology teachers to Senior High Schools in the
Eastern Region of Ghana to help bridge the gender
inequality among the teachers.
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Accepted 2 January 2020
Citation: Ofori-Appiah C, Safo-Adu G, Quansah RE,
Ngman-Wara E (2020). Competency Level of Senior High
School Biology Teachers’ and their Attitudes toward
Organising Practical Work in Eastern Region of Ghana.
International Research Journal of Curriculum and
Pedagogy, 6(1): 112-124.
Copyright: © 2020 Ofori-Appiah et al. This is an open-
access article distributed under the terms of the Creative
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Competency Level of Senior High School Biology Teachers’ and their Attitudes toward Organising Practical Work in Eastern Region of Ghana

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Competency Level of Senior High School Biology Teachers’ and their Attitudes toward Organising Practical Work in Eastern Region of Ghana