About

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. 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). Currently, Dr. Mohammed teaches a number of undergraduate and postgraduate courses at University of Ghana. He supervises undergraduate project works and postgraduate master’s theses, in addition to supervision of students on teaching internships. He is actively involved in facilitation of workshops for tutors in the colleges of education affiliated to University of Ghana. He actively participates in the assessment of students in the Colleges of education affiliated to University of Ghana. Dr. Salifu Maigari Mohammed peer reviews research manuscripts for Eurasia Journal of Mathematics, Science, and Technology Education (EJMSTE). He is the lead for Department of Teacher Education (DTE) in the ERASMUS+ KA 107 academic collaboration between University of Ghana (UG) and University of Valladolid (UVa), Spain. He was actively involved in the organization of two international seminars for academic and cultural exchange between students of DTE and UVa. 

Education

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. 

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 education for second language learners
Performance assessment in science education

Preservice and in-service science 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

Mohammed, S. M. (2022). Teachers’ beliefs: Positive or negative indicators of inquiry-based science teaching? World Journal of Education, 12(1), 17-33, https://doi.org/10.5430/wje.v12n1p17