LOWER PRIMARY SCHOOL TEACHERS' PERCEPTIONS AND PRACTICES OF INQUIRY-BASED SCIENCE INSTRUCTION: INSIGHTS FROM A GHANAIAN EDUCATIONAL CONTEXT
This study investigated Lower Primary School (LPS) teachers' perceptions and practices of inquiry-based science instruction in the Effutu Municipality of Ghana, as well as the relationship between these two constructs. Guided by a positivist research approach, the study employed a descriptive survey design to collect d...