Systemic Challenges in Science Education: A Case Study of Teacher Training Colleges in Ghana’s Eastern Region

Abstract

This study investigates the persistent challenges hindering science education in four Colleges of Education in Ghana's Eastern Region, where future teachers are raised. By examining gaps in resources, pedagogy, and institutional support, the research identifies actionable solutions to improve science instruction at the foundational level. A mixed-methods design gathered insights from 209 student-teachers and science tutors through questionnaires and interviews. Findings reveal a critical disconnect: over 75% of enrolled students lacked prior science training, yet were expected to master and later teach the subject. Compounding this issue, colleges operated with severely limited resources, including no functional laboratories, scarce teaching materials, and only four hours of weekly instructional time. Practical sessions, when they occurred, were often confined to standard classrooms, limiting hands-on learning. Despite tutors' efforts to improvise, systemic neglect left students under-prepared and disengaged. The study underscores the urgency of targeted interventions. Key recommendations include revising admission policies to prioritize science-proficient candidates, expanding instructional time, and investing in laboratory infrastructure. Additionally, sustained professional development for tutors and partnerships with local industries could help address resource gaps. Without these reforms, Ghana's vision for a scientifically literate workforce remains at risk. Strengthening teacher training in science is not just an educational priority but a catalyst for national development.