Abstract:
This study used guided discovery and self learning strategies as intervention to improve
academic performance of students in biology at Wenchi Senior High School in the
Brong Ahafo Region of Ghana. The study investigated whether the guided discovery
and self learning approaches can provide opportunity to inculcate science process skills
and to identify which science process skills are inculcated during science lessons.The
study employed case study design using action research approach. A Form 2 class made
up of 48 females and 2 male students were used for the study. The data of study was
collected using learning packages and observational checklists. The observational
checklist was used to take inventory of science process skills that were exhibited by the
students during the lessons. Data collected from the study was analysed both
quantitatively and qualitatively. The findings of the study showed that the academic
performance of the students improved after being exposed to guided discovery and self
learning strategies. This study also revealed that using the approaches in the teaching
and learning science has additional advantage of providing opportunities for the
inculcation of science process skills. The implications for teaching and learning are that
guided discovery and self learning strategies make science classroom more realistic as
students are actively involved. Students learn to be responsible for their own learning.
Description:
A THESIS IN THE DEPARTMENT OF SCIENCE EDUCATION, FACULTY
OF SCIENCE EDUCATION, SUBMITTED TO THE SCHOOL OF
RESEARCH AND GRADUATE STUDIES, UNIVERSITY OF EDUCATION,
WINNEBA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR
THE AWARD OF THE DEGREE OF MASTER OF PHILOSOPHY, SCIENCE
EDUCATION OF THE UNIVERSITY OF EDUCATION, WINNEBA
OCTOBER, 2015