Abstract

The Psychomotor Domain (encompassing the physical skills, physical coordination and tool Use) is an important and often neglected resource for students to be successful in science education. This study evaluated psychomotor skills as a “Hidden Engine” behind science learning in Ghanaian Senior High Schools, identify student competence and appropriate assessment strategies, and use mixed-methods case studies from 3 teachers and 45 students through class observations, interviews and document analysis. The quantitative data averaged moderate levels of competence on practical tasks (Mean = 7.08) and correlated significantly with science grades (r = 0.62, p < 0.01), while the qualitative data identified difficulties created by large class sizes, lack of resources, and unstructured assessments. Among the strategies identified to improve the practical skills of students were the use of peer assessment and station rotation. Ultimately, the study recommended that to strengthen psychomotor development and improve general science achievement, schools should implement structured practical assessment tools (e.g., checklists, rubrics, and peer supported evaluation) into their continuous assessment systems to facilitate the integration of these tools into their measurement systems.