Abstract:
This study investigated the role of cues in improving students‟ learning of physics. The
study sought to observe students‟ reaction towards the use of cues in teaching by the
teacher. The performance of the students was monitored during the use of the cues. An
action – research method was adopted in this study to gather data. During the
intervention, cues such as visual, positional, verbal and accessibility cues were adopted to
teach the students. These cues were used to teach Form 1students of St. Peter‟s Senior
High School who were about 60 in the Kwahu East District of the Eastern Region. The
main instrument used in this study was observation. However, informal interviews were
conducted among the students prior to the intervention. The findings of this study were
that students‟ performance in physics improved significantly. Furthermore, classroom
discourse also saw an improvement with students asking a lot of questions during the
lessons. The results of the study revealed that about 85% of students get a conceptual
understanding of physics when cues are used to teach them
Description:
A DISSERTATION 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
FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF A DEGREE OF
MASTER OF EDUCATION IN SCIENCE.
MARCH, 2015
