Abstract:
This study evaluated the effect of teacher interventions on students‟ science concept
development. The study established the role of teacher interventions in students‟ science
concept development using class-wide peer tutoring and the extent of students‟ science
concept development after the intervention. In this study the Researcher taught using
analogy, predict observe and explain where students‟ behaviour were observed and
feedbacks provided by the peer tutors to their tutees were assessed. The study identified
students‟ feedback to the questions asked during peer tutoring sessions. The progress of
students‟ performance was monitored by the Researcher during the tutoring sessions with
the implementation of class-wide peer tutoring instructional intervention. The extent of
the intervention strategy on students‟ science concept development was determined. The
study employed an action research strategy for data collection. Class-wide peer tutoring
instructional strategy was employed in teaching five lessons during the intervention
period. The strategy was used to teach 30 Form 2 chemistry students of the Kpando
Senior High School in the Kpando Municipality of Volta Region of Ghana. This study
used teaching and assessment of the learning outcome as the main instrument for data
collection. The findings were that student-teacher and student-student interactions
increasingly improved. A total of 105 observations were made during the peer tutoring
time. 25(83.3%) of the peer tutors were observed praising their tutees for correct
responses whiles 23(76.7%) of the tutors awarded marks to correct responses. Beside,
students‟ participation in class-wide peer tutoring increased as activity oriented teaching
method was used. Finally, on the basis of the results obtained in this study, it is
concluded that more topics in science can be taught using class-wide peer tutoring for
effective concept development in science.
Description:
Dissertation in the Department of SCIENCE EDUCATION, Faculty of SCIENCE
EDUCATION, Submitted to the School of Graduate Studies, University of
Education, Winneba, in partial fulfilment of the requirements for award of a degree
of the Master in Science Education
MARCH, 2015