UEWScholar Repository

Using student-centred and reciprocal instructional approaches to promote SHS students’ understanding of photosynthesis and cellular respiration, a comparative study

Show simple item record

dc.contributor.author Adalevo, F.M
dc.date.accessioned 2023-01-24T15:07:22Z
dc.date.available 2023-01-24T15:07:22Z
dc.date.issued 2016
dc.identifier.uri http://41.74.91.244:8080/handle/123456789/862
dc.description A Thesis in the Department of Science Education, Faculty of Science Education, submitted to the School of Research and Graduate Studies, University of Education, Winneba in partial fulfillment of the requirements for award of the Master of Philosophy Degree in Science Education. OCTOBER, 2016 en_US
dc.description.abstract The purpose of this action research was to investigate possible ways of improving students’ achievements in photosynthesis and cellular respiration using student-centred and reciprocal instructional approaches. The target population comprised all SHS biology students in the Ada East District of the Greater Accra Region. The accessible population was made up of SHS biology students in Ada Senior High School. A sample of 90 students in two intact classes was used for the study. Data collection lasted six weeks and comprised Pre-Intervention Activities, Intervention Activities and Post-Intervention Activities. The instruments used were test items and an observation checklist. Before the instruments were used for data collection, the main research instrument was subjected to content-validation analysis with the help of the researcher’s supervisors. Additionally, the reliability index of the main instrument was determined to be 0.97. Part of the data was analyzed using frequency counts, simple percentages means and standard deviation scores. They were later tabulated and also presented as multiple bar charts in different figures. The data was subjected to narrative description by reference to the appropriate research questions. Among other findings, the study revealed that students instructed using reciprocal instructional approaches obtained relatively higher achievement scores on concepts in photosynthesis and cellular respiration than those taught with student-centred instructional approaches. Based on the findings of this study it was recommended that biology teachers in the selected school should organize more reciprocal instructional activities. It was also recommended that student-centred activities be adopted as alternative instructional approaches by biology teachers in the target school. en_US
dc.language.iso en en_US
dc.publisher University of Education,Winneba en_US
dc.subject Photosynthesis en_US
dc.subject cellular respiration en_US
dc.subject Reciprocal instructional approaches en_US
dc.title Using student-centred and reciprocal instructional approaches to promote SHS students’ understanding of photosynthesis and cellular respiration, a comparative study en_US
dc.type Thesis en_US


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search UEWScholar


Browse

My Account