Teaching Science in Remote Schools: The Struggles and Successes of Teachers From the Perspective of an Ethnographer


The remote population in Ghana has been on the increase in the last decade with the number of males being slightly higher compared to females. This affected the share of educational resources as the remote schools were disadvantaged in human and material resources. However, the basic schools in the remote communities had their students in the junior high schools sit for the basic education certificate examination (BECE) together with their age-mates in the urban communities. We, therefore, studied the struggles and successes of two teachers (a male and a female) in an attempt to teach science concepts to students in remote basic schools effectively. The two teachers met our main selection criteria of gender and have taught science in a remote school for 5 years and above. Through observer participation, interviews, and field notes qualitative data were collected from teachers, both during school hours and outside school hours, over a period of 14 weeks. The data in a form of text were broken into units of analysis using content analysis procedures. It was found that being a female teacher and a family woman and teaching science in a remote school was challenging. Though teachers struggled to effectively teach science to students in remote schools there were instances some students had attained grade 1 in science in the BECE. Implications of the findings are discussed.

Author Information
Kenneth Adu-Gyamfi, University of Cape Coast, Ghana
Isaiah Atewini Asaki, University of Cape Coast, Ghana

Paper Information
Conference: ACEID2023
Stream: Teaching Experiences

This paper is part of the ACEID2023 Conference Proceedings (View)
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To cite this article:
Adu-Gyamfi K., & Asaki I. (2023) Teaching Science in Remote Schools: The Struggles and Successes of Teachers From the Perspective of an Ethnographer ISSN: 2189-101X – The Asian Conference on Education & International Development 2023 Official Conference Proceedings https://doi.org/10.22492/issn.2189-101X.2023.40
To link to this article: https://doi.org/10.22492/issn.2189-101X.2023.40

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Posted by James Alexander Gordon