http://41.74.91.244:8080/handle/123456789/762 2026-07-01T04:21:22Z http://41.74.91.244:8080/handle/123456789/5336 Improving students’ science process skills in selected topics in optics through frequent laboratory practical activities Boni, F.K This study examined the effect of frequent laboratory practical activities on students’ acquisition of science process skills in selected topics in optics and also explored students’ perceptions of these activities. The research adopted an action research design and involved 53 second-year physics students from Begoro Presbyterian Senior High School in the Eastern Region of Ghana. Data for the study were collected through personal observations, a checklist, and a closed-ended questionnaire. The study was carried out in three phases. In the first phase, a pre-intervention exercise was administered to determine the students’ initial level of science process skills and to prepare them for the intervention activities. The second phase consisted of four weeks of weekly laboratory practical exercises, after which a post-test was conducted to assess the effect of the intervention on students’ acquisition of science process skills. In the third phase, questionnaires were administered to gather students’ views on the frequent laboratory practical activities. Both qualitative and quantitative data were analysed using the Statistical Package for the Social Sciences (SPSS) and Microsoft Excel 2010. Pearson’s correlation analysis was employed to examine the relationship between students’ pre-intervention and post-intervention performance. The results revealed a very strong positive correlation (r = 0.987), indicating a substantial improvement in students’ science process skills following consistent participation in laboratory practical activities. The findings further showed that frequent practical activities enhanced students’ ability to manipulate laboratory equipment, follow correct procedures, label diagrams appropriately, read measuring instruments accurately, take precise measurements, plot graphs, analyse experimental data, and interpret results. These skills improved progressively as students continued to engage in practical activities. Students’ perceptions of the frequent laboratory practical activities were generally positive, with mean scores exceeding the 2.5 benchmark across all questionnaire items. Students indicated that regular hands-on activities improved their observational accuracy, experimental design skills, inferential reasoning, and ability to communicate scientific findings effectively. The study therefore concludes that frequent laboratory practical activities significantly enhance students’ acquisition of science process skills and can contribute to improved academic performance. Based on these findings, it is recommended that physics teachers consistently incorporate laboratory practical activities into their teaching to promote the development of essential science process skills. A Thesis submitted to the school of graduate studies in partial fulfilment of the requirement for the award of the degree of Master of Philosophy (Science Education) DEPARTMENT OF SCIENCE EDUCATION, FACULTY OF SCIENCE EDUCATION UNIVERSITY OF EDUCATION, WINNEBA JUNE, 2025 2025-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5328 Impact of computer-assisted instructional approach on students’ academic performances in photosynthesis. Adu-Sarkordie, B. This study employed an experimental research design to investigate the impact of Computer-Assisted Instruction (CAI) on the academic outcomes of third-year Biology students. Conducted at Assin Manso Senior High School and J.E. Atta Mills Senior High School, the research specifically aimed to determine if digital pedagogical tools could enhance students' comprehension and overall performance in the subject. A purposive sample of 136 Form Three Biology students was selected for this investigation. An initial pre-intervention assessment established a baseline, revealing notably low levels among the students in three key areas: confidence in the subject, active participation in lessons, and conceptual understanding. To address this, the researcher implemented a targeted intervention using the Computer-Assisted Instructional approach as the primary teaching strategy for subsequent lessons. Postintervention data demonstrated a remarkable transformation in the classroom dynamics and student proficiency. The integration of CAI led to a substantial increase in students' willingness to participate in class activities and a marked boost in their self-confidence when tackling biological concepts. Furthermore, their depth of understanding of the subject matter showed significant improvement. Consequently, this positive shift translated into a statistically significant enhancement in their academic performance as measured by post-tests. Based on these compelling results, the study strongly advocates for the systematic integration of interactive digital methodologies into standard science curricula. It is recommended that educators leverage technology to create more engaging and effective learning environments. Additionally, teachers should be encouraged to facilitate computer-mediated collaborative learning activities to further foster peer-to-peer engagement and solidify knowledge acquisition. A Thesis in the Department of Science Education, Faculty of Integrated Science Education, submitted to the school of Graduate Studies, in partial fulfillment of the requirement for the Award of the Degree of Master of Philosophy (Science Education) In the University of Education, Winneba JUNE, 202 2025-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5323 General science teachers’ perceptions, instructional practices, and challenges in implementing the Common Core Programme (CCP) curriculum in selected districts of the Volta Region, Ghana Seddy, A,P This study examined General Science teachers’ perceptions of the Common Core Programme (CCP) curriculum and the instructional practices used in its implementation in Senior High Schools within five districts of the Volta Region of Ghana. It also analysed the relationship between teachers’ years of teaching experience and their perceptions and instructional practices, as well as the challenges influencing effective implementation of the CCP General Science curriculum. A concurrent triangulation mixed-methods design was adopted. A census sampling technique was used to select all 104 General Science teachers teaching Form One in public Senior High Schools within the selected districts. Quantitative data were collected using a structured questionnaire and analysed with descriptive statistics Spearman’s rank-order correlation. Qualitative data were obtained through semi-structured interviews with ten teachers, two from each district, and classroom observations conducted in five schools, one per district. These qualitative data were analysed thematically. The findings revealed that teachers generally held positive perceptions of the CCP curriculum and demonstrated strong understanding of its competency-based objectives. Instructional practices showed moderate to high alignment with learner-centred approaches, particularly inquiry-based activities and the use of real-life contexts. However, continuous assessment and ICT-supported instruction were implemented less consistently across schools. Correlation analysis showed weak but statistically significant relationships between teachers’ years of teaching experience and both their perceptions and instructional practices, indicating that teaching experience contributes modestly to curriculum engagement but does not strongly determine classroom implementation. Major challenges identified included inadequate teaching and learning resources, large class sizes, curriculum overload, limited time for practical activities, and insufficient CCP-specific professional development. The study concludes that although teachers demonstrate positive perceptions of the CCP curriculum, structural and systemic constraints continue to limit effective classroom implementation. Addressing resource gaps, strengthening continuous professional development, and reducing class size pressures are essential for achieving the intended outcomes of the CCP General Science curriculum. A thesis submitted to the school of graduate studies in partial fulfilment of the requirement for the award of the degree of Master of Philosophy (Integrated Science Education) DEPARTMENT OF INTEGRATED SCIENCE EDUCATION, FACULTY OF SCIENCE EDUCATION DECEMBER, 2025 2025-12-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5318 Factors influencing pre-service integrated science teachers’ acceptance and use of generative ai tools for learning at University of Education, Winneba Uthman, F Generative Artificial Intelligence (Gen AI) tools such as ChatGPT and Google Bard are increasingly transforming higher education worldwide. Their ability to support personalised learning, generate quick information, and enhance students’ academic productivity by simplifying complex tasks has drawn attention to their adoption within teacher education. Despite these opportunities, limited knowledge exists on the preservice integrated science teachers in the use of generative AI tools in Ghana. This study therefore examined factors influencing pre-service integrated science teachers’ acceptance and use of generative AI tools in learning at the University of Education, Winneba. Adopting a descriptive survey design, the study collected quantitative data from 300 pre-service integrated science teachers across levels 100 to 400. Descriptive statistics (frequencies, percentages, means, and standard deviations), reliability tests (McDonald’s Omega), and inferential statistics were used to analyse the quantitative data. The findings showed that 74% of the pre-service integrated science teachers demonstrated a strong behavioural intention to adopt generative AI tools, with an overall mean score of (Mean=3.67±1.03) on intention. However, only 49.3% reported frequent use. The results further indicated that performance expectancy (Mean=3.90±1.13), effort expectancy (Mean=3.70±0.98), hedonic motivation (Mean=3.73±1.02), and social influence (Mean=3.36±0.92) significantly predicted 74% variation in behavioural intention. Ethical concerns were moderately expressed with an overall mean (Mean=3.01±0.81), however, pre-service integrated science teachers worried about whether using generative AI to complete their work was morally acceptable (Mean=3.21±1.12), plagiarism (Mean=3.00±1.06), misinformation (Mean=3.18±1.11), and privacy breach (Mean=3.10±1.14). Pre-service integrated science teachers’ mitigation strategies included integrating digital ethics into teacher training programme (Mean=3.84±1.21) and creating and sharing clear policies on how to ethically use AI tools (Mean= 3.80±1.18) among others. The study concludes that while generative AI tools hold strong potential to enhance integrated science learning, their adoption is constrained by ethical dilemmas and absence of institutional guidelines. It is recommended that the University of Education, Winneba, and the Faculty of Science Education should develop clear policies, integrate ethical AI into teacher training curricula, and strengthen digital infrastructure to promote responsible and effective use. A thesis submitted to the School of Graduate Studies in partial fulfilment of the requirement for the award of the degree of Master of Philosophy (Integrated Science Education) DEPARTMENT OF INTEGRATED SCIENCE EDUCATION FACULTY OF SCIENCE EDUCATION UNIVERSITY OF EDUCATION, WINNEBA SEPTEMBER, 2025 2025-09-01T00:00:00Z