Dpartment of Integrated Science Education

The role of activity method in teaching and learning of classification of Organisms

Thu, 01 Dec 2022 00:00:00 GMT

The role of activity method in teaching and learning of classification of Organisms Baalongbuoro, V. The research aimed to determine the effectiveness of the activity method in enhancing students’ understanding of classification concepts, as well as to explore their perceptions of this teaching approach. The study was conducted at Queen of Peace senior High School in Nadowli. A case study action research design was employed involving a sample of 46 students. The primary data collection instruments were questionnaires, a student achievement test, and interviews. The statistical Package for Social Sciences (SPSS) was used to analyse the questionnaires. The study established that the acquisition of practical skills by students is facilitated by engaging students in hands-on activities and project work. The study further established that the activity method of teaching is more appropriate for the conceptual understanding of classification of organisms and biology at large. The activity method of teaching was found to be an efficient way to teach and understand science, particularly biology, and should be used by biology teachers as it makes all students participate actively during teaching and learning. Although both teachers and students have positive attitudes towards the activity method of teaching, it does not mean that this necessarily translates into action in the studied area. It is recommended that further studies be carried out to find out the challenges that teachers face in teaching the concept classification of organisms in biology. A thesis in the Department of Science Education, Faculty of Science Education, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Science Education) in the University of Education, Winneba DECEMBER, 2022

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

Thu, 01 Aug 2024 00:00:00 GMT

The use of context-based teaching approach to improve students’ Academic Performance in the particulate nature of Matter Ghartey, K.B. 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. thesis in the Department of Science Education, Faculty of Science Education, submitted to the School of Graduate Studies, in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Science Education) in the University of Education, Winneba AUGUST, 2024

Assessment of multimedia use in improving academic performance of form 2 integrated science students- a case of Assin Manso Senior High School

Tue, 01 Jul 2025 00:00:00 GMT

Assessment of multimedia use in improving academic performance of form 2 integrated science students- a case of Assin Manso Senior High School Sam, R. This study investigated the impact of multimedia tools on the academic performance of Form Two Integrated Science students at Assin Manso Senior High School, located in the Assin South District of Ghana's Central Region. The research employed an action research design to explore how the integration of videos, animations, simulations, and interactive presentations could enhance student understanding, retention, engagement, and performance in the teaching of the concept of respiration in humans. A total of 60 students were selected using a simple random sampling technique and grouped into experimental and thirty (30) students put under the control category. The experimental group was instructed using multimedia tools, while the control group received traditional instruction. Data were collected using achievement tests, pre-test, post-test and structured questionnaires. Instrument validity was ensured through expert reviews by Integrated Science educators, and reliability was confirmed through pilot testing with Cronbach’s Alpha coefficients of 0.78 (achievement test) and 0.65 (questionnaire), reflecting acceptable internal consistency. Quantitative data were analysed using the Statistical Package for the Social Sciences (SPSS) version 20. Paired sample t-test revealed a statistically significant improvement in the academic performance of students taught with. Descriptive statistics was used to assess gender-related attitudes, revealing generally positive perceptions of multimedia across both male and female students, with minor variations in preferred modalities and self-efficacy levels. Despite the positive learning outcomes, the study identified several challenges: limited access to reliable internet, a lack of curriculum-aligned multimedia content, insufficient teacher training, poor digital literacy skills among students, and distractions from non-educational media. Notably, while 60% of students had access to multimedia devices, only 40% reported using them regularly for academic purposes. Furthermore, 42% of students cited poor internet access, 33% reported a lack of relevant digital content, and 25% indicated a lack of guidance in selecting credible academic resources. Ethical standards were upheld throughout the study, including obtaining informed consent, ensuring confidentiality and anonymity, and emphasizing the voluntary nature of participation. The research contributes to the broader discourse on digital transformation in education and offers practical insights for policymakers, school administrators, and educators. Future research is encouraged to replicate this study in other regions, subjects, and school types to enhance the generalizability of the findings. Longitudinal studies should also be conducted to explore the sustained impact of multimedia instruction on learner outcomes, self-directed learning, and long-term academic achievement. Ultimately, this study demonstrates that when effectively deployed, multimedia tools hold transformative potential for science education in Ghana and other similar educational contexts. A dissertation in the Department of Science Education, Faculty of Science Education, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Education (Science Education) in the University of Education, Winneba JULY, 2025

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

Sat, 01 Feb 2025 00:00:00 GMT

Analysis of cases of otitis media among clients of the center for a retrospective hearing and speech services, Winneba Addo, S. 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. A Thesis in the Department of Science Education, Faculty of Science Education, submitted to the School of Graduate Studies, in partial fulfilment of the requirements for award of the degree of Master of Philosophy (Science Education) in the University of Education, Winneba FEBRUARY, 2025