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 |