EFFECT OF TEACHER ATTITUDE TOWARDS PRACTICAL SCIENCE

LESSONS ON PUPIL PERFORMANCE IN SELECTED PRIMARY

SCHOOLS IN WAKISO TOWN COUNCIL,
WAKISO DISTRICT

BY

TIBAGALIKA ISAAC
22/U/DEP/9481/GV

A RESEARCH PROPOSAL SUBMITTED TO THE FACULTY

OF EDUCATION IN PARTIAL FULFILLMENT OF
THE REQUIREMENTS FOR THE AWARD OF
A DIPLOMA IN EDUCATION (PRIMARY)
OF KYAMBOGO UNIVERSITY

NOVEMBER, 2024
 DECLARATION

I, Tibagalika Isaac, hereby declare that this research titled Effect of Teacher Attitude towards
Practical Science Lessons on Pupil Performance in Selected Primary Schools in Wakiso
Town Council, Wakiso District, is my original work and that it has never been submitted to any
institution of higher learning for any academic award.

Signed: ………………………………………………
Tibagalika Isaac
22/U/DEP/9481/GV

Date: …………………………………………………

ii
 APPROVAL

This is to certify that this research entitled Effect of Teacher Attitude towards Practical
Science Lessons on Pupil Performance in Selected Primary Schools in Wakiso Town
Council, Wakiso District is being done under my supervision and is now ready for submission
to Kyambogo University.

Signed: ……………………………………………..

Supervisor: ………………………………………….

Date: …………………………………………………

iii
 DEDICATION

This research report is dedicated to my beloved parents, Mr. and Mrs. Mulyambuzi Moses, for
the moral mentoring and laying for me a firm academic foundation upon which I have built to
this end and my dear wife, Natukunda Lucky, for the moral and spiritual support rendered
towards my academic pursuit.

May God bless you!

iv
 ACKNOWLEDGEMENTS

I am sincerely indebted to my supervisor, for the unrelenting professional guidance rendered to

me to ensure successful completion of this research undertaking.

I also thank all the head teachers, teachers and pupils who participated in this study as
respondents and my uncle, Mr. Ngeso Tom and his wife, Nankoma Angela, for the words of
encouragement whenever the going got tough.

In a special way, I am grateful to my beloved parents for laying for me a firm academic
foundation upon which I have built to this end and my children, Nivian, Noreen, Nicky and
Necton, for their prayers while I was away on studies.

May God reward you abundantly!

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 TABLE OF CONTENTS
Title Page ………………………………………………………………………… i
Declaration ………………………………………………………………………. ii
Approval …………………………………………………………………………. iii
Dedication ………………………………………………………………………... iv
Acknowledgements ………………………………………………………………. v
Table of Contents ………………………………………………………………… vi

CHAPTER ONE: INTRODUCTION 1

1.1 Introduction …………………………………………………………………... 1
1.2 Background to the Study …………………………………………………….. 1
1.3 Statement of the Problem …………………………………………………….. 3
1.4 Purpose of the Study …………………………………………………………. 3
1.5 Objectives of the Study ………………………………………………………. 3
1.6 Research Questions ………………………………………………………….. 4
1.7 Scope of the Study …………………………………………………………… 4
1.8 Significance of the Study …………………………………………………….. 4
1.9 Definitions of Key Terms ……………………………………………………. 5

CHAPTER TWO: REVIEW OF RELATED LITERATURE 6

2.1 Introduction …………………………………………………………………... 6
2.2 Teachers’ attitude towards practical Science lessons ………………………… 6
2.3 Pupils’ participation in practical Science lessons ……………………............. 7
2.4 Effect of teachers’ attitude towards practical Science lessons on pupils’
performance …………………………………………………………………. 9

CHAPTER THREE: METHODOLOGY 11

3.1 Introduction ………………………………………………………………….. 11
3.2 Research Design …….……………………………………………………….. 11
3.3 Area of the Study ……………………………………………………………. 11
3.4 Sample and Selection Strategy ………………………………………………. 11

vi
3.5 Research Instruments ………………………………………………………. 12
3.6 Data Quality Control …………………………………………………………. 12
3.6 Data Collection Procedure ……………………………………………............ 12
3.7 Data Analysis ………………………………………………………………… 13
References ………………………………………………………………………... 14
Appendices ……………………………………………………………………….. 18

vii
 CHAPTER ONE
INTRODUCTION

1.1 Introduction
The study will examine the effect of teacher attitude towards practical Science lessons on
pupil performance in selected primary schools in Wakiso Town Council, Wakiso District.
This chapter highlights the background to the study, statement of the problem, purpose,
objectives, research questions, scope, and significance of the study and definitions of key
terms.

1.2 Background to the Study

Practical work is defined as any teaching and learning activity which involves students,
working individually or in small groups, manipulating and/or observing real objects and
materials, as opposed to the virtual world (Science Community Representing Education-
SCORE, 2018). It is a method of teaching that involves activities that include lectures, group
experiments, and teacher demonstrations where learners are involved in handling and
observing real objects and materials (Nghipandulwa, 2022).

On the other hand, attitude is a psychological construct theorized to be composed of

emotional, cognitive and behavioural components (Yunandar et al., 2019). It serves functions
such as social expression, value expressive, utilitarian, and defensive functions, for the
people who hold them (Adebayo & Kavoos, 2016). Therefore, the attitude of teachers is
significant as they enable teachers to benefit from the instructional technologies more
effectively and integrate these technologies in their practices (Çelik & Kahyaoğlu, 2017).

The value of practical work has long been recognized at any school level. Many teachers
acknowledge the value of learning by doing rather than just being shown or told
(Nghipandulwa, 2022). If learners can be allowed to do practical work, then this could help
them understand the content better, because learners learn better by doing. They will
remember better something that they have done with their own hands. Teachers should

1
therefore provide opportunities for learners to handle materials, observe events, handle
observation results and be able to draw conclusions.

The education system in sub-Saharan Africa has been influenced by two major education
policies such as education for all (EFA) and the knowledge-based economy. These two
policies have been emphasizing the development of life skills and 21st-century skills among
the learners in education, which provide them with competencies to make connections
between formal knowledge and the informal, common-sense knowledge of home and
community. These imply that the main purposes of science in general should focus on
development of life skills (Barret, Gardner, Joubert & Tikly, 2019).

According to Niyitanga et al. (2021), teaching and learning through practical is among the
methods that undoubtedly facilitate knowledge transfer and skills acquisition, putting into
practice the practical work in teaching and learning activities will engage students in the real
learning, be familiar with the observed phenomena and experiences around them. In the same
context, Ndihokubwayo (2017) maintained that, laboratory activities make learners active in
science learning and establish the accuracy of their beliefs.

In Uganda, educationists believe that once experimentation is developed along with

contextualization, which takes into account the socio-cultural and economic aspects of the
student’s life, the learning outcomes may be more effective (Amanda, 2022). However, in
recent times, there has been a growing public anxiety about the teaching and learning of
science and other practical-related subjects. According to Okedeyi (2023), large numbers of
children seem to learn through very little science at school and learning tends to be by rote.
Often times, the practical quality of what is being taught in our schools are questioned by
parents, educators, general public and even by the government (Apata, 2019).

Whereas teaching is expected to promote the acquisition of skills for self-reliance in Science-
based subjects and viewed as particularly critical for the development of a nation, teachers in
many primary schools in Wakiso Town Council hold a relatively poor attitude towards the
practical teaching. A number of factors such as lack of motivation for most teachers, poor

2
 infrastructural facilities, inadequate textual materials, attitude of learners to learning, lack of
teaching skills and competence by teachers, and lack of opportunities for professional
development for teachers have been identified to be responsible for such phenomenon.

Against this background, the researcher finds it important to explore the effect of teachers’
attitude towards practical Science lessons on pupils’ performance in primary schools in
Wakiso Town Council, Wakiso District.

1.3 Statement of the Problem

The benefit of practical work has long been recognized at any school level. According to
Adunola (2021), teachers need to be conversant with numerous teaching strategies that take
recognition of the magnitude of complexity of the concepts and the interests of learners
towards what is to be covered. However, although the Ministry of Education and Sports
emphasise practical teaching of Science right from the primary school level, many teachers in
Wakiso Town Council still hold a bias towards the practice. Similarly, pupils’ participation
in learning Science in primary schools leaves a lot to be desired. Consequently, the practical
quality of what is being taught in our schools are questioned by parents, educators, general
public and even by the government as large numbers of children seem to learn very little
science at school and learning tends to be by rote (Apata, 2019). Therefore, this study will
examine the effect of teachers’ attitude towards practical Science lessons on pupils’
performance in primary schools in Wakiso Town Council, Wakiso District.

1.4 Purpose of the Study

The purpose of this study is to establish the effect of teacher attitude towards practical
Science lessons on pupil performance in selected primary schools in Wakiso Town Council,
Wakiso District.

1.5 Objectives of the Study

The objectives are:
(i) To find out the teachers’ perspective towards practical Science lessons in primary
schools in Wakiso Town Council.

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 (ii) To establish the level of pupils’ participation in practical Science lessons in primary
schools in Wakiso Town Council.
(iii) To establish the effect of teachers’ attitude towards practical Science lessons pupils’
performance in primary schools in Wakiso Town Council.

1.6 Research Questions

The study will be guided the following questions:
(i) What is the teachers’ attitude towards practical Science lessons in primary schools in
Wakiso Town Council?
(ii) What is the level of pupils’ participation in practical Science lessons in primary schools
in Wakiso Town Council?
(iii) What is the effect of teachers’ attitude towards practical Science lessons pupils’
performance in primary schools in Wakiso Town Council?

1.7 Scope of the Study

The study will be carried out in three selected primary schools in Wakiso Town Council,
Wakiso District with the aim of establishing the effect of teachers’ attitude towards practical
Science lessons on pupils’ performance. The study will be carried out between June, 2024
and December, 2024.

1.8 Significance of the Study

The researcher hopes that the study will be beneficial to different stakeholders:
Teachers: The findings of the study will bring about crucial insights into classroom
implementation for learner-centred strategies and, as a result develop a greater awareness of
the obstacles faced in implementing those learner-centered interactive classroom strategies.
This will bring about crucial insights into classroom implementation for learner-centred
strategies and, as a result develop a greater awareness of the obstacles faced in implementing
those learner-centered interactive classroom strategies.

4
 School administrators: The findings of this study will help school administrators realize
how various aspects of funding are important in conducting successful practical lessons in
Science so that they can plan to boost its teaching in their respective schools.

Curriculum developers: The study will act as an eye opener to curriculum developers in
following up the teaching and learning of Science in primary schools through regular
checkups and making sure that teachers follow and apply the suggested instructional
strategies, methods and resources aimed at producing practical and innovative pupils.

Ministry officials: The findings will help stakeholders at the Ministry of Education and
Sports to have access to information on practicing teachers, which should enable them to
make informed judgments rather than rely on intuition about teacher opinions and attitudes
towards education change.

Future researchers: It is expected also, that the study will make a contribution to the field
of education in Kampala District and thus, be used by future scholars as a source of literature
in any studies related to this particular study.

1.9 Definitions of Key Terms

Attitude: A psychological feeling or way of viewing something as
influenced by the emotional, cognitive and behavioural
components of an individual.

Performance: Ability to accomplish a mission in respect of effectiveness and

efficiency in service delivery so as to attain set goals and
objectives.

Practical lessons: Activities that promote active learner participation in learning in

which learners interact with materials or with secondary sources of
data to observe and understand the natural world.

Pupils: Individuals who are engaged in the process of acquiring

knowledge, skills and understanding within a school.

5
 CHAPTER TWO
REVIEW OF RELATED LITERATURE

2.1 Introduction
In this chapter, the researcher presents a review of different scholars, academicians and
researchers in relation to this study. The review is done under sub-themes derived from the
objectives of the study:

2.2 Teachers’ attitude towards practical Science lessons

Teachers are the ultimate arbiters of classroom practice (Griffiths, 2019). Any curriculum
policy that ignores the perceptions of teachers is bound to come across a lot of problems
during implementation. Thus, no matter how well intentioned a curriculum policy may be, no
one can predetermine the actual product of the teacher-learner interaction other than the
teacher.

Studies in education have shown that teachers’ beliefs about science teaching and students’
learning have an important influence in science education reforms and in the implementation
of science curriculum (Johnson, 2020). Many educators affirm that teachers’ beliefs are often
translated into classroom instructional practice. However, according to Walusimbi (2021),
teachers have a thought that the attitude school administrators have towards Science
influences its study. Walusimbi adds that the school administration is often reluctant to honor
requisitions from the Science department for scholastic materials; with the impression that
pupils can easily pass Science without practice. This attitude from school administrators
alone discourages agriculture teachers (Walusimbi, 2021).

According to Yung (2019), teachers’ attitude on practical work differs according to their
opinion of “fairness” within education. The findings showed that “teachers holding views of
fairness in the context of providing students with an all-round education and/or providing
students with the chance to learn the subject matter” were inclined to view practical work as
a means of “developing students’ affective/cognitive/motor skills”.

6
 Levin and Wadmany (2018) believe that it is important to understand teachers’ view,
experience and educational practices when practical teaching is introduced into their
classroom. Teachers’ practices and belief may determine to which extent practical teaching is
integrated into their classroom practice.

Many teachers find the change process of innovation daunting and laborious. Considering
their current teaching schedules, integrating practical lessons into class instruction can be a
herculean task (Wachira & Keengwe, 2021). In addition, Abrahams and Millar (2018)
indicate that many teachers view practical work as central to the appeal and effectiveness of
education. Indeed, reference is often made to the adage, ‘I hear and I forget, I see and I
remember, I do and I understand’ written originally by Confucius.

Okoli (2020) observes that many science teachers prefer the traditional expository/lecture
method of teaching, that is, a teaching technique in which one person, the teacher, presents a
spoken discourse on a particular subject and shy away from activity-oriented teaching
methods which are student-centered such as investigative laboratory approach. According to
Nwagbo (2020), such teacher-centred approach which places the teacher as the sole
possessor of knowledge and the students as passive recipients of knowledge may not enhance
achievement or promote positive attitude to Science.

Therefore it is expedient to consider teachers’ attitude in the reform process by providing

professional learning opportunities to change teachers’ beliefs so as to achieve effective
implementation of curriculum and pedagogy in Science.

2.3 Pupils’ participation in practical Science lessons

The main emphasis of science teaching in particular is to aid learners to be active, feel
confident, committed, develop scientific literacy and positive attitude towards science (Jolif,
2019). The students’ exposed to a well-equipped laboratory gain high mean-scores and have
positive attitude towards biology than those exposed to inadequate laboratory activities
(Katcha & Wushishi, 2019). However, negative attitude lead to dislike, positive attitude lead

7
to interest and interest lead to assurance that result to well academic achievement (Jolif,
2019).

The pupils are the consumers of Science education curriculum because they are the target
audience for the curriculum. Many learners have a misconception of taking sciences as
difficult topics (Uwizeyimana et al., 2019). Their attitudes towards Science education
directly affect their performance and achievement in the subject which ultimately affects the
implementation of the curriculum (Psacharopoulos, 2021). Therefore, learning
methodologies that strongly engage learners’ active participation in learning activities are of
utmost importance nowadays in schools (Mısır et al., 2019).

Muchiri and Kiriungi (2019) pointed out that teaching method in Science subject affects the
responses of students and determines whether they are interested, motivated and involved in
a lesson in such way as to engage in a good learning. However, according to Njoroge and
Orodho (2024), the way and manner pupils think of Science, arises from the fact that
instructional approaches adopted by teachers in the classroom during teaching and learning
process are not impressive. The effect of this is lack of interest, hence, negative attitude
towards Science as subject (Ogembo et al., 2021).

Desarrollo (2017) indicated that pupils’ participation in learning may be influenced by the
extent to which parents or other family members are actively engaged in their education.
However, most parents/guardians do not have education beyond secondary school education,
and thus, they may not be good role models for their children in academic matters.

Sharpe (2022) pointed out that students favor practical lesson than non-practical lesson as the
latter is enjoyable than writing and afford the senses of self-autonomy for learning. Students’
attitude stimulate their self-assurance in Science, mostly in terms of feeling about getting
good grades, undertaking tasks and wish to pursues Science-related courses (Fareo, 2019).
Therefore, it is significant to take students’ attitude towards Science into consideration if we
need to invest in learners equipped with scientific capacities.

8
2.4 Effect of teachers’ attitude towards practical Science lessons on pupils’ performance
According to Marshalls (2019), teaching is more than making information available;
interacting with the material and with an expert in the discipline is more likely to encourage
learners learning. Learners and teachers have been known to be more satisfied in innovative,
rather than control oriented classes and the classes that combine a moderate degree of
structure with high learner involvement and high teacher support improves on learning
outcomes.

Teachers’ perception and methods of delivery could have a direct influence on the state of
pupils’ learning, especially in Science-based subjects. For example, Treagust (2022) pointed
out that teachers’ content knowledge has an effect on both the content and the processes of
instruction, thus influencing both what and how they teach.

Practical activities in Basic science provide opportunities for pupils to actually study science
as opposed to learning about science. Nzewi (2019) asserts that practical activities can be
regarded as a strategy that could be adopted to make the task of a teacher (teaching) more
real to the pupils as opposed to abstract or theoretical presentation of facts, principles and
concepts of subject matters. Nzewi (2019) adds that practical activities engage the pupils in
hands-on, mind-on activities, using varieties of instructional materials/equipment to drive the
lesson home.

Practical work has been able to promote students’ positive attitudes and enhance motivation
for effective learning in science as described by Okam and Zakari (2019). Consequently, a
positive attitude toward the importance of practical work meaningfully affects students’
achievement in science (Hinneh, 2019).

Practical teaching has been increasingly influential in Science Education because it can help
students visualize abstract scientific concepts (McElhaney & Linn, 2021). On one hand, by
allowing pupils to visualize abstract concepts as well as to explore and test scientific
modelling, practical lessons have been claimed to promote learners’ deep participation and
understanding in Science-based subjects (Chang et al., 2019).

9
According to Abrahams and Reiss (2022), teaching through practical work can motivate
learners’ self-learning and powerfully grasp sciences. Similarly, learners may act in diverse
ways in a similar educational system based on the practical work done in their learning. In
addition, learners master the scientific subjects and have deeper thinking into practices
(Motlhabane, 2023).

It has been recognised that effective learning through practical work can potentially occur
(Abrahams & Millar, 2018). This enables learners to make effective connections between the
tangible and intangible worlds. These two worlds are regarded as “two distinct domains: the
domain of real objects and observable things, and the domain of ideas”.

Furthermore, practical work leads to the development of conceptual understanding and

procedural skills acquisition (SCORE, 2018). Practical work plays a key role in the
development of scientific knowledge through thinking linked to the actions done during
experimental activities. It also helps the learners to develop relationships between
observations and ideas (Abrahams & Millar, 2018).

10
 CHAPTER THREE
METHODOLOGY

3.1 Introduction
This chapter presents the research design, area of the study, sample and selection strategy,
research instruments, data quality control, data collection procedure and data analysis
techniques.

3.2 Research Design

The researcher will deploy a cross-sectional survey design in which different categories of
respondents will be tested. It will be based on both qualitative and quantitative approaches of
research.

3.3 Area of the Study

The study will be conducted in three selected primary schools in Wakiso Town Council,
Wakiso District. The choice of this area is due to appalling state of teaching practical
Science.

3.4 Sample and Selection Strategy

The researcher will involve 3 head teachers, 15 teachers and 30 pupils in the study. Purposive
sampling will be used to select the head teachers while teachers and pupils will be randomly
sampled to represent others in the town council. The researcher will involve head teachers as
administrators and overseers of school programmes while teachers will be involved because
they are the ones entrusted with pupils’ learning and pupils as beneficiaries of education in
school.

Table 1: Samples for the study

Schools Head teachers Teachers Pupils Sub-total
A 1 5 10 16
B 1 5 10 16
C 1 5 10 16
Total 3 15 30 48

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3.5 Research Instruments
The researcher will use the following instruments to collect data for the study:
3.5.1 Questionnaires
The researcher will design and administer questionnaires to the head teachers and teachers.
The questionnaires will contain close-ended items, which require responses like “yes” and
“no” among others. They will also contain open-ended items in order to give the respondents
free expression of their views on issues raised in the questionnaire.

3.5.2 Interview Guide

Face-to-face oral interviews will be held with the pupils. This will help the researcher to
overcome any inconsistencies in the questionnaire. Information got from the oral interviews
will be recorded in a notebook, internalized and computed for analysis.

3.6 Data Quality Control

3.6.1 Validity
Validity refers to the degree to which data collected using a particular instrument represents a
specific domain of indicators or content of a particular concept (Asobasi, 2019). To ensure
content validity of instruments, the researcher will construct the instruments with all the
items that measure variables of the study. The researcher will also consult the supervisor for
proper guidance after which the researcher will pre-test the instruments and ambiguous
questions will be removed or polished so as to remain with the finest data required.

3.7 Reliability
Reliability refers to the measure of the degree to which research instruments yield consistent
results after repeated trials (Asobasi, 2019). To calculate this, the study will use SPSS a
statistical computer program where all the variables will be entered and their reliability scale
established and this will help to determine the reliability coefficient value.

3.8 Data Collection Procedure

The researcher will obtain an introductory letter from Kibuli Teacher Training Institute
before going to the field to collect data. He will visit the selected primary schools and

12
 introduce himself to the head teachers. After a brief interaction with the respondents, the
researcher will distribute questionnaires to the head teachers and teachers, assuring them that
it is not intended to incriminate anyone. The researcher will also conduct oral interviews with
the pupils, recording their responses in a notebook. When questionnaires are duly filled, they
will be collected and taken for data compilation, analysis and interpretation.

3.9 Data Analysis

Both quantitative and qualitative methods will be used to analyse data. Quantitative data will
be presented in tables and charts to obtain frequencies and percentages. This will be analysed
using qualitative interpretations.

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 APPENDIX A
QUESTIONNAIRE FOR HEAD TEACHERS

Dear Sir/Madam,
I am a DEP student at Kyambogo University carrying out an academic research on “The Effect
of Teacher Attitude towards Practical Science Lessons on Pupil Performance in Selected
Primary Schools in Wakiso Town Council, Wakiso District”. Kindly participate in this study by
responding to the questionnaire, giving the most sincere and appropriate response to the best of
your knowledge. Your information will be handled confidentially.

Thank you!

SECTION A: Demographic Data

i. Name of school: ………………………………………………………………………………
ii. Nature of school: UPE Private
Mixed Single
iii. Sex: Male Female
iv. Qualification: Academic: ..……………………………………………………….............
Professional: ..……………………………………………………………..
v. For how long have you been a head teacher? …………………………………………………
vi. For how long have you been a head teacher in this school? …………………………………..

SECTION B: Teachers’ attitude towards practical Science

1. Do you encourage teachers to use practical lessons in teaching Science?
Yes No
2. If yes, teachers use practical lessons in teaching Science?
Yes No
3. Give reasons for the above answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………

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4. What is the teachers’ attitude towards teaching Science practically?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
5. Why do teacher hold the above attitude towards teaching Science practically?
…………………………………………………………………………………………………
…………………………………………………………………………………………………

SECTION C: Pupils’ participation in practical Science lessons

6. Do pupils in this school actively participate in practical Science lessons?
Yes No
7. If yes, how?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
8. If no, why?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
9. How can pupils’ participation in practical Science lessons be improved in this school?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

SECTION D: Effect of teachers’ attitude on pupils’ performance in Science

10. In your opinion, does teachers’ attitude towards practical lessons greatly influence pupils’
performance in Science?
Yes No
11. If yes, how?
…………………………………………………………………………………………………
………………………………………………………………………………………………….
12. If no, why?
…………………………………………………………………………………………………
………………………………………………………………………………………………….

19
13. What are the other factors influencing pupils’ performance in Science in this school?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

Thank you!

20
 APPENDIX B
QUESTIONNAIRE FOR TEACHERS

Dear Sir/Madam,
I am a DEP student at Kyambogo University carrying out an academic research on “The Effect
of Teacher Attitude towards Practical Science Lessons on Pupil Performance in Selected
Primary Schools in Wakiso Town Council, Wakiso District”. Kindly participate in this study by
responding to the questionnaire, giving the most sincere and appropriate response to the best of
your knowledge. Your information will be handled confidentially.

Thank you!

SECTION A: Demographic Data

i. Name of school: ………………………………………………………………………………
ii. Nature of school: UPE Private
Mixed Single
iii. Sex: Male Female
iv. Qualification: Academic: ..………………………………………………………..............
Professional: ..……………………………………………………………..
v. For how long have you been a teacher? ………………………………………………………
vi. For how long have you been a teacher in this school? ………………………………………..

SECTION B: Teachers’ perspectives towards practical Science lessons

1. What class(es) do you teach? …………………………………………………………………..
2. Do you teach Science in your class? ………………………………………………………
3. Do you engage pupils in practical Science lessons in your class?
Yes No
4. Give reasons for the above answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………

21
5. Do teachers of Science support the use practical lessons in this school?
Yes No
6. If no, why?
…………………………………………………………………………………………………
…………………………………………………………………………………………………

SECTION C: Pupils’ participation in Science lessons

7. Do you have demonstrations sites for teaching Science practically?
Yes No
8. If no, how do you cope?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
9. Do pupils in your class actively participate in practical Science lessons?
Yes No
10. Give reasons for your answer above.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
11. What factors influence pupils’ participation in practical Science lessons in this school?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………….

SECTION D: Effect of teachers’ attitude on pupils’ performance in Science

12. In your opinion, does teachers’ perception towards practicals greatly influence pupils’
performance in Science?
Yes No
13. If yes, how?
…………………………………………………………………………………………………
………………………………………………………………………………………………….
14. If no, why?
………………………………………………………………………………………………….

22
15. How can pupils’ performance in Science be improved in this school?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………….

Thank you!

23
 APPENDIX C
INTERVIEW GUIDE FOR PUPILS

1. What is the name of your school? …………………………………………………………….

2. How old are you? ……………………………………………………………………………..
3. What class are you? …………………………………………………………………………..
4. Do you study Science at school?
5. Do you have a school garden?
6. Do teachers engage you in practical Science lessons?
7. How often?
8. Do you enjoy practical Science lessons?
9. Why?

24