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TEACHER VARIABLES AS PREDICTORS OF CHEMISTRY TEACHERS’ AWARENESS OF ETHNOSCIENCE PRACTICES
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
TEACHER VARIABLES AS PREDICTORS OF CHEMISTRY TEACHERS’ AWARENESS OF ETHNOSCIENCE PRACTICES, GET MORE EDUCATION PROJECT TOPICS AND MATERIALS
Abstract:
This study aims to investigate the relationship between teacher variables and chemistry teachers’ awareness of ethnoscience practices. Ethnoscience practices refer to the incorporation of culturally relevant knowledge and practices into science education, specifically within the domain of chemistry. Understanding the factors that influence chemistry teachers’ awareness of ethnoscience practices can contribute to the development of effective teacher training programs and curriculum design that promote culturally responsive science education.
The study employs a quantitative research design, utilizing survey questionnaires to collect data from a sample of chemistry teachers. The teacher variables examined in this study include teachers’ educational background, teaching experience, professional development participation, and cultural competence. The awareness of ethnoscience practices is measured through a validated survey instrument that assesses teachers’ knowledge, attitudes, and instructional practices related to integrating ethnoscience practices into chemistry teaching.
Data analysis will involve descriptive statistics to examine the distribution of teacher variables and awareness of ethnoscience practices. Additionally, inferential statistics, such as correlation and regression analyses, will be conducted to determine the predictive relationships between teacher variables and chemistry teachers’ awareness of ethnoscience practices.
The findings of this study are expected to provide insights into the factors that influence chemistry teachers’ awareness of ethnoscience practices. It is anticipated that teachers’ educational background, teaching experience, professional development participation, and cultural competence will significantly predict their awareness of ethnoscience practices. The results will have implications for teacher education programs, curriculum development, and efforts to promote culturally responsive science education.
By identifying the teacher variables that contribute to chemistry teachers’ awareness of ethnoscience practices, this research can inform policy and practice in science education, leading to more inclusive and culturally relevant approaches to teaching chemistry.
