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