Abstract:
This study was aimed at investigating the effects of advance organisers on teaching
and students‟ performance in Integrated Science in a cooperative learning classroom
in Adugyama Senior High School in the Ashanti Region of Ghana. It sought to
determine the science process skills that students would acquire when taught
Integrated Science using advance organisers in a cooperative learning classroom and
the effects of this strategy on students‟ academic performance and attitudes towards
Integrated Science. This study used an action research design. Convenience sampling
was employed and a sample of General Art Form Three class made up of 44 students
was used for the study. Students‟ records in assessment and class observation
checklists were utilised to collect data. Data collected were analysed qualitatively and
quantitively. Findings of the study showed that the academic performance of students
was enhanced when taught Integrated Science using advance organisers in a
cooperative learning classroom. It was also revealed that this instructional strategy
provided opportunity for the students to acquire science process skills and exhibit
positive attitudes necessary for learning. The conclusion of this study revealed that
this instructional approach has a positive impact on teaching and learning of
Integrated Science which contributes to greater achievement of students. The study
recommended that innovative, interactive and more effective learner-centered
instructional strategies, such as use of advance organisers with cooperative learning
activities should be used by Integrated Science teachers to promote easy acquisition of
science process skills, better comprehension of concepts and development of positive
attitudes.
Description:
A Thesis in the Department of Science Education, Faculty of Science Education,
Submitted to The School of Graduate Studies in partial fulfillment
of the requirements for the award of the degree of
Master of Philosophy
(Science Education)
in the University of Education, Winneba
AUGUST, 2022