Dr. Salifu Maigari Mohammed

Brief Profile

Dr. Salifu Maigari Mohammed is a lecturer at the Department of Teacher Education of School of Education and Leadership, College of Education, University of Ghana. He holds Bachelor of Education (Science Education), Master of Philosophy (Science Education), and Doctor of Philosophy (Science Education) all from the University of Cape Coast, Ghana. He also holds Teacher's Certificate 'A' (3-Year Post Secondary) from Foso Training College, Ghana. Dr. Mohammed has significant years of experience in the education sector. He taught integrated science and mathematics at the junior high school level, integrated science and physics at the senior high school level, and was a tutor with the Institute for Educational Development and Extension (IEDE) of the University of Education, Winneba. Dr. Mohammed was also a science resource person in the Cape Coast Metropolitan Education Directorate. He has over a decade of experience as an examiner with the West African Examinations Council (WAEC). As an examiner, Dr. Mohammed was involved in assessing students’ achievements in integrated science and physics in the Basic Schools Certificate Examinations (BECE) and West African Senior School Certificate Examinations (WASSCE).

RESEARCH INTEREST:
• Inquiry-based science teaching and learning
• Conceptions of science teaching and learning
• Attitudes toward science teaching and learning
• Beliefs about science teaching and learning
• Self-efficacy toward science teaching and learning
• Science teaching and learning for second language learners
• Performance assessment in science education

COURSES BEING TAUGHT:
• EDTE 212: Explaining Science
• TEJS 231: Particulate Nature of Chemistry
• EDTE 303: Assessment and Evaluation in Senior High Schools
• EDTE 322: Teaching Senior High School Integrated Science
• EDTE 407: Designing Science Learning Environment
• EDTE 418: African Indigenous Education
• EDTE 621: Assessment in Education

JOURNALS REVIEWED:
• Eurasia Journal of Mathematics, Science and Technology Education

PUBLICATIONS:
Adasi, G. S., Amponsah, K. D., Mohammed, S. M., Yeboah, R., & Mintah, P. C. (2020). Gender differences in stressors and coping strategies among teacher education students at University of Ghana. Journal of Education and Learning, 9(2), 123-133. https://doi.org/10.5539/jel.v9n2p123

Amponsah, K. D., Adasi, G. S., Mohammed, S. M., Ampadu, E., & Okrah, A. K. (2020). Stressors and coping strategies: The case of teacher education students at University of Ghana. Cogent Education, 7(1), 1-17. https://doi.org/10.1080/2331186X.2020.1727666

Amponsah, K. D., Boateng, F. K., & Mohammed, S. M. (2021). Pre-service science teachers’ conceptual understandings of electrochemistry. African Journal of Chemical Education, 11(2), 129-150

Amponsah, K. D., & Mohammed, S. M. (2019). Perception of learning science: The case of females offering STEM majors in Ghana. African Journal of Educational Studies in Mathematics and Sciences, 15(2), 143-156. https://dx.doi.org/10.4314/ajesms.v15i2.12

Mohammed, S. M., & Amponsah, K. D. (2021). Teachers’ and educational administrators’ conceptions of inquiry: Do they promote or constrain inquiry-based science teaching and learning in junior high schools? Journal of Curriculum and Teaching, 10(3), 58-71. https://doi.org/10.5430/jct.v10n3p58

Mohammed, S. M., & Amponsah, K. D. (2021). Junior high school teachers’ attitudes toward inquiry-based science teaching: Enabling or disabling dispositions? Journal of Education and Training Studies, 9(7), 41-54. https://doi.org/10.11114/jets.v9i7.5266

Mohammed, S. M., Amponsah, K. D., Ampadu, E., & Kumassah, E. K. (2020). Extent of implementation of inquiry-based science teaching and learning in Ghanaian junior high schools. Eurasia Journal of Mathematics, Science and Technology Education, 16(12), em1928. https://doi.org/10.29333/ejmste/9373