Abstract:
This study evaluated the effect of using plots and graphs to teach the concept motion.
The study established the effects of plots and graphs to teach motion. In this study the
Researcher taught using charts, diagrams, plots and graphs and the students were
taken through a lot of activities. The progress of students was monitored by the
Researcher through the use of the activities and the evaluation questions. The study
identified students feedback to the questions asked during the Intervention lessons and
their contributions made during the lesson. The extent of the intervention strategy on
students’ concept development in motion and ability to solve using basic formula was
determined. The study employed an Action research strategy for the data collection.
Charts, diagrams, plots and graphs were used as instructional strategy in teaching five
lessons during the intervention period. The strategy was used to teach thirty (30) Form
2 Visual Arts students of the Dzodze-Penyi Senior High School in the Ketu North
District of Volta Region of Ghana. This study used teaching and assessment of the
learning outcomes as the main instrument for data collection. The findings were that
student-teacher and student-student interactions increasingly improved as their ability
to ask and respond to questions improved due to the instructional strategy employed
as the lessons progressed. Besides, students’ participation in the calculations was
increased as the charts, diagrams, plots and graphs were used to deduce the formulae.
Finally, on the basis of the results obtained in this study, it is concluded that more
graphics should be used in lessons so that the lessons can attract more senses 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
DECEMBER, 2015