Analysis of cases of otitis media among clients of the center for a retrospective hearing and speech services, Winneba

Abstract

This study investigated the effect of differentiated instruction (DI) on the academic performance of senior high school students in cellular respiration. It was conducted at Ghana Senior High School, Koforidua, located in New Juaben North in the Eastern Region of Ghana. The school was selected due to its strong academic reputation, diverse student population, and well-equipped learning facilities, which provided a suitable environment for assessing the effect of DI. A quasi-experimental research design was employed, involving 80 second-year science students and three science teachers, selected through purposive sampling. The sample was divided into an experimental group, which received differentiated instruction, and a control group, which was taught using traditional lecture methods. Differentiated instruction strategies incorporated concept mapping training and conceptual change texts to enhance students’ understanding of cellular respiration. Three validated research instruments were used: the Cellular Respiration Academic Performance Test (CRAPT), administered as a pre-test and post-test to measure academic achievement level; the Student Perception Questionnaire (SPQ), used to evaluate students’ views on DI; and a teacher interview guide, designed to explore challenges faced in implementing DI strategies. Thematic analysis was used for qualitative data, while SPSS version 27.0 was used for quantitative analysis. Findings showed a significant improvement in the academic performance of students in the experimental group, with a mean post-test score of 78.45, compared to 64.30 for the control group. Notably, low-achieving students benefited the most from DI, demonstrating marked improvement. Additionally, 65% of students recognized DI as an effective teaching approach, 55% reported increased motivation, and 50% still preferred aspects of traditional instruction, suggesting the need for refinement in implementation. Despite its effectiveness, teachers faced challenges in applying DI, including time constraints, large class sizes, inadequate teaching and learning resources, and lack of administrative support, all of which hindered its full integration into classroom instruction. However, successful implementation requires teacher training, resource allocation, and institutional support. It was recommended that biology teachers should adopt DI strategies, schools organize workshops and training programs for teachers, and education policymakers provide adequate teaching and learning resources to facilitate the widespread adoption of DI.