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48        Journal of Education, No. 67, 2017

Classroom teaching and assessment approaches 

In the questionnaire, teachers were asked about their classroom teaching and

assessment approaches. Their response rate to the questions is shown in Table

2 below. 

Table 2: Teachers’ responses to questions on the questionnaire (n= 55 

responses)

Statement

Never

Sometimes

Mostly

Always

Begin a session by determining prior

knowledge on the topic and their

expectations for the training session

10%

8%

45%

37%

Do you set appropriately challenging

expectation for learners

17%

51%

32%

Learners listen to lecture style

presentations

28%

30%

32%

11%

Use teaching strategies that promote

learner enquiry

10%

54%

37%

Choose different teaching strategies for

different instructional purposes

20%

33%

46%

Maintain an orderly, purposeful learning

environment for science learning

4%

17%

35%

44%

Use variety of assessment methods

4%

28%

69%

Evident from the data is that the majority of teachers (82%) begin a session by

determining prior knowledge on the topic; set appropriately challenging

expectation for learners (83%); use teaching strategies that promote learner

enquiry (91%); employ different instructional approaches and maintain

conducive learning environment for science learning (79%); and employ a

variety of assessment methods (97%). 

Teachers were also asked to reflect their beliefs in regard to their teaching

philosophy, their responses are shown below: 

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