Using cooperative instructional approach to improve the concept of genetics

Abstract

The study sought to improve Senior High School students‟ performance in genetics using cooperative instructional approach in the Keta Senior High Technical School in the Volta Region of Ghana. Sixty final year students of were purposively sampled for the study. The major objectives of the study were: to find out specific genetics concepts students don‟t understand; to identify the causes of students‟ inability to understand genetic concepts; use Mathematical expressions to aid students in learning genetics; how to use genetic symbols; and to identify and correct some of the misconceptions that students have in genetics. The instruments used for the study were standardized tests and questionnaire for students. Data collected were analyzed by using frequency counts and percentages. The results gathered from the study showed that 81.7% could not applied the genetic concept well and had a score of below 25. Out of a total score of 50 marks, only 18.4% scored between 21 to 30 marks. After the intervention, the students were able to answer certain questions they were not previously able to answer. After the introduction of the intervention, almost all the students scored above 25% of the total mark. The findings revealed that students exposed to cooperative instructional method of teaching performed better than those exposed to traditional method of teaching only. The study recommends that biology teachers adopt cooperative instructional approach in teaching and learning of biology concepts. This will help them gain better understanding of the concept and improve their academic performance.