The use of context-based teaching approach to improve students’ Academic Performance in the particulate nature of Matter

Abstract

This study explored the use of a context-based teaching approach to improve senior high school students' academic performance in the particulate nature of matter. The research was conducted at Mozano College of Music Senior High School in Ghana, employing an action research design with a mixed-methods approach. Thirty-seven (37) Form Two General Arts students were purposively selected for the intervention. Data were gathered using achievement tests and semi-structured interviews, and analysed through descriptive and inferential statistics. The results indicated a marked improvement in students' academic performance, with mean test scores increasing from 7.38 (pre-test) to 22.78 (post-test), showing a statistically significant difference (p < 0.05). Both male and female students benefited equally from the intervention. Additionally, students reported enhanced understanding, critical thinking, motivation, and an appreciation of real-life applications of the concepts learned. In conclusion, the context-based teaching approach significantly improved students’ understanding and academic performance in the particulate nature of matter. It also positively influenced their learning attitudes and engagement. Based on these findings, it is recommended that science teachers at Mozano College of Music Senior High School incorporate context-based teaching strategies to enhance science instruction and promote meaningful learning.