Abstract:
The study investigated the effect of multimodal instructional approaches on the
academic achievements of selected senior high school students on selected topics in
biology (Mammalian anatomy and physiology). It was carried out in the New Juaben
South Municipality in the eastern region of Ghana. The research study adopted the
quasi-experimental research design using the pre and post-test design. The sample
comprised of 80 students from Koforidua Senior High Technical School (KSTHS)
and Oti Boateng Senior High School (OBOSS) both in the New Juaben South
Municipality. Students from KSHTS were 40 (forty) in number comprising twentyeight
(28) males and twelve (12) females. They formed the control group of the
research. Another forty students were drawn from OBOSS to form the experimental
group. They comprised 18 males and twenty-two (22) females. In totality, the
research was made up of forty-six (46) males and thirty-four (34) females. A pre-test
was administered to all the participants to be sure of their homogeneity. Treatment
was administered to the experimental group using multimodal instructional
approaches and the control group was taught using the lecture method of teaching.
After the treatment, a post-test was administered to both groups to determine the
effectiveness of the treatment. The pre-test and post-test scores of the students in both
groups were used for data analysis. The results of the post-test revealed that the use of
multimodal instructional approaches in teaching the concept of mammalian anatomy
and physiology was effective. When the results of the two methods were compared,
the Multimodal instructional approach was found to be effective than the lecture
method. Questionnaires were also administered to students of the experimental group
to determine their perception of multimodal instructional approaches. Students'
responses to the questionnaire proved that majority of students agreed that the
multimodal instructional approach is an effective method of teaching Mammalian
Anatomy and Physiology. It was therefore recommended that Biology teachers adopt
multimodal instructional approaches in teaching and should be made to attend
workshops, seminars and conferences to update their knowledge of the methods of
teaching concepts in biology.
Description:
A dissertation in the Department of Science Education, Faculty of
Science Education, submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Science Education)
in the University of Education, Winneba
OCTOBER, 2021
