Research institution

University of Cape Coast

24 researchers0 verified28 linked papers293 indexed citations

Researchers

Public research profiles associated with University of Cape Coast.

Research from this institution

Publications linked through researcher authorship records.

2014 · International Journal of Geosciences · 102 citations

Rainfall Variability over Ghana: Model versus Rain Gauge Observation

This paper used the International Centre for Theoretical Physics (ICTP) Regional Climate Model, Version 3 (RegCM3) and rain gauge data selected from the Ghana Meteorological Agency (GMet) from 1990 to 2008 to investigate the extent and nature of variability in the annual rainfall and pattern of the raining seasons in Ghana. In the study, six meteorological stations selected from three rainfall distribution zones according to the divisions of the GMet were used to study the pattern of rainfall and its departure from the normal trend. The study also assessed the performance of the RegCM3 simulation with reference to the observed gauge data. Results confirmed the unimodal nature of the rainfall annual cycle over the northern belt and bi-modal rainfall nature over the middle and southern belts of Ghana. Negative departures of rainfall implying consistent downward trend were observed at all the stations. Our analysis showed that RegCM3 captured the average rainfall over Ghana but demonstrated an underestimation as compared to the observed gauge data. The model also had difficulty stimulating the departures accurately in direction and in magnitude in all the stations except for Accra where RegCM3 simulated the right direction of the departures.

2012 · International Journal of Geophysics · 39 citations

Regional Climate Model Sensitivity to Domain Size for the Simulation of the West African Summer Monsoon Rainfall

We use the International Centre for Theoretical Physics (ICTP) Regional Climate Model (RegCM3) to study the impact of different domain sizes on the simulation of the West African summer monsoon rainfall and circulation features. RegCM3 simulates drier conditions over the default domain (RegCM-D1) and its westward extension (RegCM-D2), much less dryness over the eastward extended domain (RegCM-D3) and excessive wetness in the domain extended northward into the extratropical regions (RegCM-D4). This overestimation is related to the existence of larger source of humidity due to the inclusion of a more significant portion of the Atlantic Ocean and to a weakening of the African Easterly Jet (AEJ), which both favor stronger westerlies advecting moisture towards the land. The best performance is, however, captured in the RegCM-D3 experiment, and this originates from a simulation of moderate westerly moisture fluxes along with a stronger AEJ and occurrences of more frequent African Easterly Waves (AEWs). Therefore, the choice of the domain for regional climate model simulation of the West African summer monsoon rainfall is of critical importance, and caution needs to be taken to account for the main regional forcings including mostly the necessary humidity sources of the tropical Atlantic Ocean and the AEWs genesis region upstream of Sudanese Highlands.

2014 · World Journal of Education · 18 citations

An Investigation into Physics Teaching in Senior High Schools

This study sought to examine the activities that go on in physics classrooms in Senior High Schools in Ghana.Specifically, the study sought to investigate the pattern of interaction and instructional methods used for teachingphysics and level of coverage of physics syllabus. The survey design was employed for the study in whichquestionnaire was used for data collection. Participants for the study were physics teachers and final year physicsstudents. Findings from the study suggest that classroom interaction seemed to be mostly teacher-centered andtended not to support inquiry-based teaching and learning which is noted for promoting conceptual change andenhance performance. It is recommended among other things that physics teachers should be exposed to efficientpedagogies of teaching and presenting information to learners. The traditional way of teaching where teacher decideson what goes on in the classroom has a limited space in the 21st century science classrooms, particularly physics.

2021 · International Journal of Interactive Mobile Technologies (iJIM) · 16 citations

Promoting Interactive Teaching with ICT: Features of Intervention for the Realities in the Ghanaian Physics Senior High School Classroom

This research reports on the design aspect of a bigger project which sought to design and implement information and communication technology (ICT)-based interventions for the purpose of developing pre-service teachers’ ICT competency for teaching physics in an interactive manner using a three-stage (design stage, implementation and evaluation stage, and documentation and reflection stage) design-based research approach. Using literature as a lens, this research examines the interventions that we designed in the first stage of the project with the intent to determine its features that promote interactive teaching and fit the Ghanaian senior high school physics classroom context. Findings show that the intervention with inherent features comprising of: a readily available, sustainable, context- and content-specific ICT teaching and learning environment; an ICT-oriented knowledge base for teachers’ uptake of ICT; an underlining framework for defining interactive and learner-centred teaching approach with ICT; ICT-driven interactive lesson objectives; an inquiry-driven, activity- and ICT-based learning material; and a collaborative classroom arrangement is appropriate and sensitive to the needs of the Ghanaian physics classroom context and, hence, possess the potential for promoting interactive teaching. The features of the interventions, as situated in the specific context of the research and implications of the findings are discussed.

2021 · European Journal of Interactive Multimedia and Education · 15 citations

Enhancing Students’ Learning of Physics Concepts with Simulation as an Instructional ICT Tool

The dwindling interest and perceived difficulty experienced by science students in learning physics at the senior high school level of education in Ghana speak to the need for the creation of authentic instructional platforms that promote enhanced learning as well as motivate students’ interest in physics. This study used an explanatory case study design to examine the affordances of Physics Education Technology simulations (PhETs) as an instructional tool with the intent to explain how enhanced students’ learning of physics concepts with simulations through implementation processes are possible in the context of Ghana. Nine pre-service physics teachers were engaged as learners to mimic the role of senior high school science students in witnessing simulation-based physics lessons. Questionnaires, pre- and post-tests and focus group interviews were the data sources employed in this study. The results showed that the learners’ learning enhanced with the use of PhETs because their learning outcomes improved and also, they had positive experiences with the simulations. Consequently, the study advocates that enhanced learning of concepts in physics with simulations are possible through interactive implementation processes that are exploratory and demonstrative in nature and context-sensitive.

2014 · Journal of Curriculum and Teaching · 14 citations

TIMSS 2011 Science Assessment Results: A Review of Ghana’s Performance

This paper reviews Ghana’s performance in the TIMSS 2011 survey in comparison with other African and some highperforming countries which participated in the TIMSS assessment. Students’ achievement in the science contentareas assessed were summarized and teacher preparation constructs of teachers of the students who took part in theassessment explored with the aim of finding any possible linkage between teacher preparation and studentsachievement. Two set of reviews were done. First, results on the eighth grade (JHS 2) science content achievement inbiology, chemistry, physics, and earth science for Ghana, Morocco and Tunisia were compared. The second reviewcompared how Ghana prepares her teachers to Finland and Singapore who were among the first five performingcountries on the TIMSS 2011 assessment. Some mismatch was identified in terms of teacher preparation andstudents’ achievement in the case of Ghana. Ghanaian teachers scored relatively high on most of the constructs thatwere measured by the TIMSS report under teacher preparation but these were not reflected in the students’achievement. In view of this, it is recommended that other indicators such as classroom instruction, resources forteaching science, and school climate are investigated with the aim of finding any other underlying factors that couldaccount for the mismatch between Ghanaian students’ achievement on the TIMSS science assessment and teachers’preparation.

2013 · IOSR Journal of Research & Method in Education (IOSRJRME) · 13 citations

The Role of Readability in Science Education in Ghana: A Readability Index Analysis of Ghana Association of Science Teachers Textbooks for Senior High School

The study investigated the readability of science textbooks for senior high schools in Ghana. Survey research design was employed for the study. Using stratified sampling technique, a sample size of 300 SHS 1, 2 and 3 students were drawn from five senior high schools in the Cape Coast Metropolis, Ghana. Gunning Fog and Cloze Test readability indexes were used to examine the difficulty level of the Physics, Chemistry, Biology and Integrated Science textbooks for senior high schools, written by the Ghana Association of Science Teachers. Findings of the study revealed that, on the average, the books are difficult to read. The study further showed that the Integrated Science textbook is the most difficult among the textbooks, followed by the Physics textbook. The study concludes by proffering the following recommendations: long sentences and multi-syllable words in these books should be reformulated into smaller structures for easy understanding; and the Ghana association of Science Teachers should write more simplified text materials that can improve readership and understanding.

2016 · The Australian journal of teacher education · 12 citations

Physics Teachers’ Views on their Initial Teacher Education

This paper explores New Zealand (NZ) physics teachers’ and physics educators’ views about Initial Teacher Education (ITE). Perspectives of physics teachers nationally indicated that in general, teachers considered themselves not well-prepared in some content areas including electronics, modern physics, and atomic and nuclear physics. This may be because in NZ, physics teachers have usually gained their content knowledge from an undergraduate science degree where they may have only taken one or two courses in physics. One year postgraduate teacher education programmes do not have sufficient time to cover the physics content taught in the final three years of schooling. The implications for ITE of physics teachers are discussed in terms of the shifts needed to help them to identify the gaps in their content knowledge and to develop their conceptual understanding of physics.

2019 · Journal of Baltic Science Education · 10 citations

EXAMINING THE EFFECTIVENESS OF SIMULATION-BASED LESSONS IN IMPROVING THE TEACHING OF HIGH SCHOOL PHYSICS: GHANAIAN PRE SERVICE TEACHERS’ EXPERIENCES

Teacher-dominated approach is still the most adopted teaching strategy in Ghanaian high schools despite the Government of Ghana’s initiatives to support technology-oriented, learner-centred and interactive teaching practices. This study examined the effectiveness of simulation-based lessons in improving the teaching of high school physics by adapting the five dimensions for meaningful learning with information and communication technology model by Howland, Jonassen and Marra (2012) as a theoretical lens. Using an explanatory case study design, eight pre-service physics teachers from the University of Cape Coast, Ghana were engaged to develop and design simulation-based physics lessons in design teams and enact these lessons among themselves in microteaching sessions. Results showed that the simulation-based lessons were effective in that the pre-service teachers’ teaching practices improved to be learner-centred and interactive. The results also suggested that although a combination of all the dimensions of meaningful learning was key to the effectiveness observed with each of the simulation-based lessons, the Cooperative dimension was found to possess a unique potential for sustaining the other dimensions in order to facilitate improvements in the teaching of physics with simulations. Keywords: high school physics, ICT, interactive teaching, pre-service teachers, simulation-based lessons.

2015 · 9 citations

Expressing Grief through Messages of Condolence: A Genre Analysis.

Death is an unpleasant but common human phenomenon that usually puts humans in a state of unrest and grief. When such an unpleasant incidence befalls us, our neighbours, acquaintances, and friends try to sympathize with us, and the same gesture is reciprocated when they are in the same situation. The primary objective of this study is to analyze messages of condolence in terms of its schematic structure and linguistic features. Using the rhetorical approach to genre analysis, the study examined a data set of thirty (36) letters of condolences which were downloaded from the portal of International Centre for Theoretical Physics (ICPT). The research identified nine moves. Out of the nine, six of the moves are obligatory and the rest are optional. In addition, each move has distinctive lexico-grammatical features. Furthermore, the schematic structure in addition to the lexico-grammatical features highlights the social functions of condolence messages in the world in general since the letters of condolences used for this study were written by people all over the world. This research has implications for genre studies in general, and further studies.

2012 · International Journal of Physics & Chemistry Education · 9 citations

Impact of Audio-Visual Aids on Senior High School Students’ Achievement in Physics

This study was aimed at finding out the impact audio-visual-aided instruction on students’ achievement in physics at Cape Coast township of Cape Coast Metropolis, Ghana. The study was a non-randomized pre-test/post-test group design. A total of 65 students in Senior High School (SHS) formed the sample for the study. The students were fourth year science students from two purposefully selected co-educational SHS. The two selected schools were randomly designated experimental and control groups respectively. A validated physics achievement test instrument of a reliability coefficient of 0.76 was administered. Analysis of Covariance (ANCOVA) and t-test statistics were used to test the two hypotheses formulated to guide the study at a significance level 0.05. The results showed that SHS students taught with audio-visual aided instruction performed better than those taught with traditional method. The mean achievement scores of both male and female students improved significantly by the use of the audio-visual aided instruction. It was therefore recommended that SHS physics teachers should explore the use of audio-visual-aided instruction to teach the subject, physics.

2023 · Eurasian Journal of Science and Environmental Education · 6 citations

Physics students’ conceptual understanding of “gravity and free fall”

The focus of this study is to ascertain the conceptual understanding students of Bolgatanga Girls Senior High School (BGSHS) have in “gravity and free fall”. Descriptive research design (cross-sectional survey) was used in this study as a method of collecting information. Out of 183 second and third year students, 43 of them were randomly selected and involved in the study. Students were given 10 conceptual based test items relating to “gravity and free fall” to respond to. Students were required to respond true/false and provide reasons for their response. It was found that majority of the students had the misconception that gravity is selective and therefore acts more on heavier objects compared to lighter objects. As a result, they are of the opinion that larger object should hit the ground first before a light object dropped from the same height, which is not scientifically accurate. Based on the findings of the study, it was recommended that physics teachers in BGSHS should carefully pay attention to students’ misconceptions and be guided by it when teaching.

2012 · Gender and Behaviour · 6 citations

Senior High School Female Students’ Interest in Physics as a Course of Study at the University Level in Ghana

The study of females‘ interest in physics is an issue of international concern. Of the sciences, physics is the subject in which the increase in the number of females involved has been particularly low. The term 'interest' may usually refers to preference to engage in some types of activities rather than others. This study investigated whether Ghanaian Senior High School female science students would prefer to study physics at the university or not and the reasons for their choice. Two hundred and one final year female students in four Senior High Schools offering biology, chemistry and physics in the Cape Coast Metropolis of the Central Region of Ghana, participated in the study. Data was obtained with Questionnaire on Female Participation in Physics and Interview Protocol, administered to the female students. The findings from the study suggest that female students do not prefer physics as a course of study at the university level due to limited career opportunities in the subject. An implication from this study is that female enrolment in physics will not improve unless information about career awareness in the subject is made available to students. Serious efforts must be made by physics educators as well as Physics Departments to create awareness of career opportunities in the study of physics.

2018 · InTech eBooks · 4 citations

Professional Development and Physics Teachers’ Ongoing Learning Needs

This study sought insight into the professional learning and development needs of physics teachers in New Zealand high schools. It used a mixed methods approach that comprised a national survey of high-school physics teachers as well as interviews with high-school physics teachers and physics teacher educators. Data from the teacher survey were analysed using descriptive statistical methods. Audio recordings from interviews were transcribed, analysed and used to triangulate and add depth to the survey data. Findings indicated that physics teachers were dissatisfied with the lack of formal physics-focussed professional development opportunities available to support their professional growth. Instead, teachers tended to rely on personal critical inquiry and infrequent practitioner meetings to inform practice. Suggestions for how to support the professional development needs of physics teachers better are discussed.

2016 · The Australian journal of teacher education · 4 citations

Physics Teachers’ Views on their Initial Teacher Education

2006 · African Journal of Educational Studies in Mathematics and Sciences · 4 citations

Development of remedial method for teaching electric circuits in secondary schools

Many senior secondary students experience learning difficulties in physics. This study was to reveal the kind of thinking and understanding about electric circuits of 123 senior secondary Year Two physics students in Cape Coast municipality in the Central Region of Ghana. Also it attempted to develop a remedial teaching method that would be used to remedy any identified misconceptions. An electric circuit Remedial Teaching Method was therefore developed, and its impact was assessed using a nonrandomized control pretest/post-test design. The percentages of students who had various misconceptions before and after the treatment were calculated. The findings indicated that the remedial teaching method helped to remedy most of the misconceptions they held. However, a few of the misconceptions were found to be of firm rooting and resisted changes by this teaching method. African Journal of Educational Studies in Mathematics and Sciences Vol. 1, 2001: 31-44

2019 · The Oguaa Educator · 3 citations

Integration of Practical Work into Teaching and Learning of Physics at the Senior High School Level

Practical work forms an integral part of teaching and learning as enshrined in the teaching physics syllabus designed for senior high schools in Ghana. This presupposes that the final grade of students is influenced by their performance in physics practical work. Hence, practical work in physics needs to be utilised to improve students’ performance. This study, therefore, sought to examine how practical work is integrated into the teaching and learning of physics at the senior high school level in the Volta Region of Ghana. In all, 16 physics teachers and 212 science students randomly sampled took part in the study. It was found that though teachers accept practical work as an essential ingredient for students’ understanding of concepts, they are not up-to-date on how practical work should be integrated into the teaching and learning of physics as prescribed by the syllabus for physics. Also, the teaching of practical work is done via group work, hands-on activity, interactive demonstrations, discussion and lecture. It is recommended that teachers should adopt integrating practical work into lessons instead of separating them from theory.

2018 · Journal of Research in Science Mathematics and Technology Education · 3 citations

Physics classroom interactions: Teaching strategies and practices

This study investigated the interactions that occurred as part of the learning from a national survey of high school physics teachers in New Zealand (NZ) in relation to decile ranking. Specifically, the study investigated how often particular teaching strategies and practices such as: teaching approaches, teacher feedback and guidance, and ICT usage, occurred during physics teaching. Data were analyzed using descriptive statistical and inferential statistics – MANOVA. Among other things, the study revealed that learners were not exposed to the teaching methods that potentially give them the chance to observe, engage and/or discover expert strategies in context. There was a lack of use of problem-based or inquiry learning models for learning. However, there was no significant difference between teaching in the various decile rankings. The implications of the findings are discussed.

2013 · International Journal of Research Studies in Educational Technology · 3 citations

An investigation into senior high school (shs3) physics students understanding of data processing of length and time of scientific measurement in the Volta region of Ghana

Serious doubt have been raised in the Physics Chief Examiner's report of the West African Examination Council of Ghana of both physics-1 (theory) and physics-2 (practical) as to whether science students really understand measurement of physical quantities. In view of this, the researcher use a mixed designed method to gather data from SHS3 physics students' on their understanding of data processing of length and time. A population of 422 SHS3 physics students were sampled and a three item questionnaire on distance and time administered in order to find out whether the problem enumerated by the Chief Examiners' of Physics concerning physics students exist and were either with the set paradigm or the point paradigm concept. Also twenty SHS3 physics were purposively selected and interviewed in order to validate students' written responses. The study revealed that students do not have an understanding of using repeat in data set, anomaly in data set and straight line graph of data by the set paradigm concept i.e. all the three items on data processing of students (i.e. UR, AN, and SLG) were in line with the point paradigm concept of measurement. Also students seemed to have difficulty in plotting straight line graph by the use of lines of best fit.

2012 · International Journal of Physics & Chemistry Education · 2 citations

Making Physics Appealing to Female Students: Perspectives of Female Students and Physics Lecturers

This paper describes a qualitative study of how to improve females’ involvement in the learning of physics at the tertiary level. The study was conducted at the University of Cape Coast (UCC) and some select Senior High Schools (SHS) in the Cape Coast Metropolis, Ghana. Participants for the study were undergraduate female non-physics students, undergraduate female physics students, SHS final year female science students and physics lecturers and tutors. The study found that majority of female students do not pursue physics at higher levels of education because they perceived the subject as difficult, irrelevant, and one that has no or limited career opportunities. The participants, however, were optimistic that female participation in physics can be improved if necessary steps were taken to erase the widely held perceptions that have been associated with the study of the subject and its related career opportunities.

2013 · AIP conference proceedings · 1 citations

The changing face of women in physics in Ghana

Ghana is said to be the first independent sub-Saharan African country outside South Africa to promote science education and the application of science in industrial and social development. It has long been recognized that many schools' science curricula extend the extracurricular activities of boys more than those of girls. In order to bridge this gap, efforts have been made to give girls extra assistance in the learning of science by exposing them to science activities through specific camps, road shows, exhibitions, and so on. The best known of such efforts is the Science, Technology, and Mathematics Education (STME) camps and clinics for girls, which started in Ghana 23 years ago. Since our attendance at the Third International Conference on Women in Physics in Seoul, Korea, a lot has been achieved to further improve female science education, and this credit goes to STME. The first female nuclear engineer from Ghana graduated from the University of Ghana in March 2010.

2024 · Contemporary Mathematics and Science Education · 0 citations

Technology integration in science classrooms: Empowering student teachers for improved physics teaching with simulations

This study employed a descriptive case study design to examine the integration of technology in science education, focusing on the professional development of student teachers in Ghana. Using the technological pedagogical and content knowledge (TPACK) framework as a theoretical lens, the study aimed to address the gaps in existing teacher education programs. Through a technology integration training workshop, the progress of four student teachers in developing their competencies for integrating technology into the teaching of high school physics using simulations was tracked and examined. Drawing on a combination of quantitative (survey) and qualitative data (focus group discussions, semi-structured interviews, observations, and lesson artefacts) sources, findings revealed that the student teachers improved their teaching with technology, which was evident in their developed TPACK, improved content knowledge and developed competencies in the exploration of Physics Education Technology simulation environments. These outcomes suggest a transformative shift in student teacher's teaching approaches, transitioning from a teacher-centered paradigm to a learner-centered one, particularly within the context of simulation environments. Despite initial challenges associated with insufficient content knowledge, establishment of relationships among physics content, teaching strategies and the identified affordances of the simulation environment as well as the shift from traditional to learner-centered approach, the study underscores the pivotal role played by the professional training arrangement implemented for the research.

2022 · Asian Journal of Research and Reviews in Physics · 0 citations

Students’ Perception of Their Physics Teachers’ Classroom Practices

The purpose of the study was to investigate students’ perception of their physics teachers’ classroom practices. The study was conducted in eight (8) senior high schools in the Hohoe Municipality in the Volta Region of Ghana. Descriptive cross-sectional survey design was employed in carrying out the study. A total sample of 200 senior high school physics students were involved in the study. A questionnaire consisting mainly of closed ended items was used in collecting data from respondents. Data collected was analysed using frequencies, percentages, mean and standard deviation. It was found that physics teachers do not often motivate students and make them appreciate the fact that the things they learn in physics are important. Based on the findings, it was recommended that physics teachers make learning of physics interesting by making students appreciate the importance of what they teach, often encourage students to study physics and also show interest in the overall success of their students.

2019 · AIP conference proceedings · 0 citations

Women in physics in Ghana: Our story

The status of women physicists in academia and industry has improved over the last decade in Ghana but not without challenges. It will take some time before women are well represented, especially at the professorial level. Organizations such as the Ghana Atomic Energy Commission (GAEC) and the Ghana Academy of Arts and Sciences (GAAS) are striving hard to minimize professional gaps between women and men. The Ghana Academy of Arts and Sciences, through its efforts to encourage women in physics and science in general has elected its second woman in 58 years as president, and GAEC is also encouraging and appointing women to managerial positions.

2018 · International Journal of Physics & Chemistry Education · 0 citations

Teachers’ perception of their initial preparation in teaching senior high school physics

This study investigated New Zealand (NZ) physics teachers’ and physics educators’ views about their Initial Teacher Education (ITE). Specifically, the study explored how well the ITE prepared physics teachers for classroom practice and to become effective teachers. The study employed mixed methods to answer the questions that were formulated to guide the study. The perspectives of the physics teacher educators and physics teachers nationally indicated that the teachers considered themselves not well-prepared in some content areas including electronics, modern physics, and atomic and nuclear physics. A significant difference in perspective also existed between teachers who were educated in NZ and those gaining initial teaching qualifications from overseas. The findings from the study suggested that the non-education degree which provided the teachers most of their content knowledge was perhaps inadequate for a teaching career. The implications for ITE of physics teachers are discussed in the paper.

2014 · Zenodo (CERN European Organization for Nuclear Research) · 0 citations

Medical Physics Innovations in Cancer Screening and Therapy within Ghana's Healthcare Framework

This study addresses a current research gap in Physics concerning Application of Medical Physics Techniques in Cancer Diagnosis and Treatment in Resource-Limited Settings in Ghana. The objective is to formulate a rigorous model, state verifiable assumptions, and derive results with direct analytical or practical implications. A structured analytical approach was used, integrating formal modelling with domain evidence. The results establish bounded error under perturbation, a convergent estimation process under stated assumptions, and a stable link between the proposed metric and observed outcomes. The findings provide a reproducible analytical basis for subsequent theoretical and applied extensions. Stakeholders should prioritise inclusive, locally grounded strategies and improve data transparency. Application of Medical Physics Techniques in Cancer Diagnosis and Treatment in Resource-Limited Settings, Ghana, Africa, Physics, conference paper This work contributes a formal specification, transparent assumptions, and mathematically interpretable claims. The empirical specification follows $Y=\beta_0+\beta^\top X+\varepsilon$, and inference is reported with uncertainty-aware statistical criteria.

2014 · Zenodo (CERN European Organization for Nuclear Research) · 0 citations

Medical Physics Innovations in Cancer Screening and Therapy within Ghana's Healthcare Framework

1972 · Programmed Learning and Educational Technology · 0 citations

An Application of Programmed Instruction to Laboratory Work in a Preliminary Physics Course

The physical sciences have received more than their fair share of attention from researchers in the field of educational technology. The new teaching aids and programmed instruction have been applied to both the theoretical and practical sides of all the major science subjects, but invariably these applications have concentrated on the communication of knowledge in the form of facts or procedures to the exclusion of the more subjective and attitudinal aspects of science training. This paper describes an experimental approach to the teaching of a practical physics course to the preliminary year students of a Ghanaian university. The whole course has been re‐orientated so that the practical work is approached in a somewhat unusual way in which particular emphasis is placed on ideas of accuracy. The student is led to develop an appreciation of the errors which occur in the taking of readings and in the calculation of results from those readings. The development of the course, in which extensive use is made of programmed instruction, is described and some of the problems involved in the programming of subjective material such as this are discussed. The results of pre‐ and post‐testing are presented, and gain scores are related to attitude scores as well as other achievement measures.