DATA ANALYSIS AND PRELIMINARY DATA PRESENTATION
5.4 SUMMARY OF DATA OBTAINED FROM THE INSTRUMENTS
The data obtained from the various instruments were summarised in tables. I used this data to construct each teacher’s narrative and compose the composite tables, which served as templates to locate each teacher’s ZFI. Table 5.4 shows the content areas out of 20 topics in the Natural Science Curriculum that each teacher was either very confident, confident, not so confident and not confident to teach. Where there are no ticks (), there were no responses to that content area.
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Table 5.4 Summary of the Content Areas the Teachers are Confident Teaching Key: K- Karen, F- Fiona, C- Carly, S- Simone
Content Area Very Confident Confident Not so confident Not confident
K F C S K F C S K F C S K F C S
Light energy and colour
Heat energy
Sound energy
Magnetic interactions
Electrical energy
Simple machines
Plants
Animals
Nutrition
Air
Weather
Water
Matter and materials
Reactions and changes of materials
Universe and solar system
Earth and moon systems
Human body (systems)
Matter and Motion
Atoms
Ecology
Other
Table 5.5 shows the frequency of the different instructional methods the teachers use to teach Natural Science. Where there are no ticks (), there were no responses to those instructional methods.
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Table 5.5: Summary of the Frequency of the Common Instructional Methods Used Key: K- Karen, F- Fiona, C- Carly, S- Simone
Instructional Methods
Daily Weekly Fortnightly Monthly Once a term Never K F C S K F C S K F C S K F C S K F C S K F C S
Inquiry
Lecture
Demonstration
Laboratory
Discussion
Role playing Problem-based
learning
Cooperative
learning
Project-based
learning
Discovery
Scientific investigations Problem solving
Hands-on
Journal
Learning centres
Scaffolding
Simulations
Case studies
Graphic Organisers Stories/
narratives
Others
Table 5.6 shows the summary of learners’ characteristics as perceived by the teachers.
Where there are no ticks (), there were no responses to those characteristics.
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Table 5.6: Summary of Learners’ Characteristics
Learners’ Characteristics Grade R Grade One Grade Two Grade Three Well-behaved
Confident
Literate Numerate
Learners come from a supportive home environment
Enthusiastic
Respects the environment
Enjoys group work
Critical thinkers
Low socio-economic background
Creative
Problem solvers
Independent
Difficulties with the language of instruction
Table 5.7 shows the summary of teachers’ characteristics as described by themselves.
Where there are no ticks (), there were no responses to those characteristics.
Table 5.7: Summary of Teachers’ Characteristics
Teachers Characteristics Karen Fiona Carly Simone
Dedicated
Caring
Well qualified
Experienced
Attends professional development activities
Confident
Approachable
Tries innovative teaching techniques
Plans lessons well
Sound Science content knowledge
Conscientious attendance
Committed
Make an extra effort to improve teaching
Competent
Sound Science pedagogical content knowledge
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Table 5.8 shows the summary of summary of physical resources used by the teachers. Where there are no ticks (), there were no responses to those resources.
Table 5.8: Summary of Physical Resources Used Key: K- Karen, F- Fiona, C- Carly, S- Simone
Physical Resources
Daily Weekly Fortnightly Monthly Once a Term
Never K F C S K F C S K F C S K F C S K F C S K F C S Chalkboard
Textbook Worksheets
Whiteboard
Science equipment
Nature
Videos
Library
Computers
Models
Others
Table 5.9 shows the summary of the characteristics of school ethos and management as perceived by the teachers. Where there are no ticks (), there were no responses to those characteristics.
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Table 5.9: Summary of School Ethos and Management Key: K- Karen, F- Fiona, C- Carly, S- Simone
Characteristics of the school’s ethos and management
Strongly agree
Agree Undecided Disagree Strongly disagree K F C S K F C S K F C S K F C S K F C S Well- structured
timetable
Strong presence of
principal is felt
Principal is in regular
contact with staff
Strong presence of HoD
is felt
HoD is in regular contact
with staff
Good organisation of
extra mural activities
Regular staff meeting School is secure and
access is denied to unauthorised personnel
Colt (culture of learning and teaching) is strongly present
School governing body is in existence
Teachers and learners
play an active role in management
Parents play an active role in supporting the school
Table 5.10 shows the comparison between each teacher’s responses to the statements on the rating scale. Where there are no ticks (), there were no responses to those statements.
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Table 5.10: Comparison between each Teachers’ Responses to the Rating Scale Key: K- Karen, F- Fiona, C- Carly, S- Simone
Items Agree Undecided Disagree
K F C S K F C S K F C S Confidence
1. I have the necessary skills to teach Science.
2. I feel comfortable doing Science activities
in my classroom.
3. I fear science activities would not turn out
as expected.
4. I understand science concepts well enough to effectively teach science.
5. I find it difficult to explain to learners some science concepts.
6. I am typically able to answer learners’
science questions.
7. Given a choice, I would not invite the
principal/head of department to evaluate my science teaching.
8. I have a difficult time understanding science.
9. I enjoy teaching science.
10. When teaching Science, I usually welcome student questions.
Classroom Preparation
11. I enjoy reading resource books to obtain ideas about science activities for young children
12. I am willing to spend time setting up materials for scientific exploration.
13. I am happy to help children construct
science equipment for hands-on science.
14. Teaching science takes too much time.
15. I am ready to learn and use scientific knowledge and skills for planning hands- on science.
16. I like to discuss ideas and issues of science teaching with my colleagues.
17. Teaching science takes too much effort.
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18. I am familiar with raising open-ended questions to encouraging children’s scientific exploration.
19. I use many hands-on activities to help my learners learn science.
20. I am able to take my learners outside the
classroom to learn Science.
21. Preparation for science teaching generally
takes more time than other subject areas.
22. I integrate Science into other subject areas.
23. I integrate other subject areas into Science.
Managing Hands-on Science
24. I am not afraid of demonstrating
experimental procedures in the classroom.
25. I enjoy collecting materials and objects to
use in my science teaching.
26. I am interested in handling certain animals
and insects to teach Science.
27. I am comfortable using any classroom materials (e.g., blocks, toys, boxes, etc.) for science activities.
28. I do not mind the messiness created when doing hands-on science in my classroom.
29. Teaching of science process is important. Developmental Appropriateness
30. I do not believe it is appropriate to introduce Science to children at an early age.
31. I am comfortable with determining the science curriculum that is developmentally appropriate for young children.
32. I do not feel that young children are curious about scientific concepts and phenomena.
33. I am familiar with the processes and ways that young children learn Science.
34. I feel that young children cannot learn
Science until they are able to read.
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