Dpartment of Integrated Science Education

Multimedia usage in teaching the human digestive system and its effects on students’ academic performance

2026-03-30T09:46:11Z

Multimedia usage in teaching the human digestive system and its effects on students’ academic performance Doku, M. This study investigates multimedia usage for instruction and academic performance of students on a selected topic on integrated science of Junior High School students in learning Digestion in Humans at Oshiyie M/A. Recognizing the challenges students face with traditional teaching approaches, the research employs a descriptive quasiexperimental design involving two intact classes, each comprising fifty Form 2 students. One group, designated as the experimental group, was taught using multimedia resources, while the control group received instruction through conventional lecture methods over three weeks. Pre-tests and post-tests were administered to evaluate student performance, supplemented by questionnaires to assess the perceived effectiveness of multimedia instruction. The results showed that the experimental group achieved significantly higher post-test scores compared to the control group (p < 0.05). Additionally, students taught with multimedia demonstrated greater engagement and interest in learning Digestion in Humans, reflected in their higher mean scores relative to those taught via traditional methods (p < 0.05). Based on these findings, it is recommended that educators incorporate multimedia teaching strategies A thesis in the Department of Science Education, Faculty of Science Education submitted to the school of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Education (Science Education) in the University of Education, Winneba MAY, 2025

Investigating the effectiveness of multiimedia assisted instructions on students’ academic performance in some selected topics in Biology at Winneba Senior High School

2026-03-25T13:56:04Z

Investigating the effectiveness of multiimedia assisted instructions on students’ academic performance in some selected topics in Biology at Winneba Senior High School Appiah, P.A. The research examined the impact of multimedia-assisted instruction (MAI) on students' academic performance in selected Biology topics at Winneba Senior High, specifically when utilized as a complement to conventional teaching methods. An action research methodology was employed to collect data for this investigation. The study involved a single intact Form Two class consisting of 60 students from a public school in the Effutu Municipality. A cyclical approach to action design was implemented, along with a purposive sampling technique. Data collection methods included observation, interviews, and tests to gather both qualitative and quantitative information. The results indicated a notable improvement in students' performance in the selected Biology topics when MAI tools were incorporated into the teaching process. Additionally, the findings revealed that students exhibited a favorable attitude towards the use of multimedia-assisted instruction in Biology education. Furthermore, the study highlighted the challenges faced by students in utilizing MAI for their learning, which included limited access to devices, slow internet connectivity, software malfunctions, and environmental factors such as distractions, unsuitable classroom conditions, and inadequate time for the effective use of multimedia resources. The study concluded that the implementation of MAI tools significantly enhances students' performance in Biology when integrated with traditional teaching methods. Consequently, it was recommended that Biology educators should incorporate MAI tools into their instructional practices A thesis in the Department of Science Education, Faculty of Science Education, to be submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Science Education) in the University of Education, Winneba SEPTEMBER, 2024

Investigating factors that contribute to the under-representation of girls’ in stem fields and its implications in the Effutu Municipality

2026-03-25T13:47:24Z

Investigating factors that contribute to the under-representation of girls’ in stem fields and its implications in the Effutu Municipality Dowuona, A.N. A thesis in the Department of Science Education, Faculty of Science Education, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Science Education) in the University of Education, Winneba JANUARY, 2025

Impact of 5es instructional model on science process-skills acquisition, performance and retention in photosynthesis among Senior High School Biology students, Akroso, Ghana

2026-03-25T13:29:00Z

Impact of 5es instructional model on science process-skills acquisition, performance and retention in photosynthesis among Senior High School Biology students, Akroso, Ghana Osei, W. This study investigates the impact of the 5Es Instructional Model on science process skills acquisition, academic performance, and retention in photosynthesis among senior high school biology students at Akroso Senior High Technical School, Ghana. Motivated by consistently poor student performance in biology especially in photosynthesis, a concept often misunderstood and poorly retained, the study applied a quasi-experimental design involving pre-tests, post-tests, and retention tests. Participants included 2024 third-year Home Economics students, divided into experimental and control groups. The results revealed that students taught using the 5Es model scored significantly higher on post-tests and retention tests compared to those taught with conventional methods (p < 0.05). Specifically, the experimental group demonstrated improved science process-skills acquisition and deeper conceptual understanding of photosynthesis. Additionally, no statistically significant gender difference was observed in the performance or skill acquisition within the experimental group, indicating the model's effectiveness across genders. These findings affirm the efficacy of the 5Es model in promoting active learning, critical thinking, and long-term retention. The study contributes to the call for studentcentered, inquiry-based teaching strategies in Ghanaian science education. A Thesis in the Department of Science Education, Faculty of Science Education, submitted to the School of Graduate studies, in partial fulfillment of the requirement for the award of degree of Master of Philosophy (Biology Education) in the University of Education, Winneba. FEBRUARY, 2025