Abstract:
The study was aimed at identifying topics perceived as difficult to learn in Senior High
School biology, and how they can be solved in the Mampong and Ejura-Sekyedumase
Municipal Assemblies of Ghana. Descriptive survey and purposive sampling technique
were employed, and the data analysed using descriptive statistics. Twelve (12) biology
teachers 50 out of 300 Senior High School students constituted the sample. The data was
collected using questionnaire and interviews. All the biology teachers and students were
interviewed. Results of the study show most difficult topics in descending order of
difficulty as: classification, Mendalian genetics, protein synthesis, cell division (mitosis
and meisosis), genes and chromosomes, skeletal system, cellular respiration, the Calvin
cycle and evolution. Again, the following are reasons why students experience challenges
when learning these difficult topics: the topics were characterized by complex terms and
vocabulary, the abstract nature of the topics, the broad nature of the topics, teachers not
conducting practical laboratory work but taught theoretically, lack of teaching and
learning resources, and teachers’ failure to cite practical examples students can relate
with. The study also revealed that some teachers could not handle the difficult topics as
evidenced by their poor explanation of concepts. The study established a variety of
strategies that could help students learn the difficult topics effectively. These strategies
included: strict lesson planning by teachers, the provision and effective use of teaching
and learning resources, promoting active learner-centered teaching strategies, and
employing effective communication skills characterized by clear explanations coupled
with real-life practical examples. Based on the findings, appropriate recommendations
were made.
Description:
A THESIS 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 THE AWARD OF MASTER OF
PHILOSOPHY DEGREE IN SCIENCE EDUCATION
AUGUST, 2016