ghanaopendata/ghanaian-research-english huggingface dataset:
Using astronomical models to improve students’ attitudes and achievements in physics

The purpose of the study was to improve students’ attitudes and achievements in physics using astronomical models at Komenda College of Education, Central Region. A quasi-experimental design was adopted for the study using the single group pre-test post-test design. Intact class which consists of second year science 2 ‘’A’’ and science 2 ‘’B’’ science students studying elective Physics were used for the study. Forty (40) second year science students studying elective Physics were used. Purposive sampling technique was used for the selection of this class. The instruments used for the study were attitudes towards Physics scale (ATPS), test and interview. The attitudes towards Physics scale (ATPS) was used to measure students attitudes towards Physics. The test and interview was used to examine students’ knowledge and ability acquired in Physics concepts and general space science / astronomy concepts. Percentages, mean, standard deviation and independent sample t-test were used to answer the research questions. The results revealed that before the use of the astronomical models students have positive attitudes towards Physics. There was significant difference between the pre-test and post-test which suggests that the use of astronomical models has helped in improving students achievements in Physics. Also after the use of the astronomical models students still have positive attitudes towards Physics. Based on the results obtained it was therefore recommended that teachers must use astronomical models in teaching of astronomy related topics (the universe) in Physics to improve students attitudes and achievements in the Colleges of Education in Ghana.

Source: UEW
Using beam balance to assist DBE students to improve on their conceptual knowledge of linear inequalities in one variable

This study was undertaken to assist DBE ONE „A‟ students of St. Francis College of Education, Hohoe to improve on their conceptual knowledge of linear inequalities in one variable using the beam balance model. The entire DBE ONE „A‟ students represented the population of the study. Data was gathered through instruments such as test in the form of pre-test and post-test. Due to the large size of the population a total of 40 students which represented 20% of the 200 DBE ONE „A‟ students comprising of 15 women and 25 men were selected to represent the sample size of the study. The purposive sampling technique was used to select DBE ONE „A‟ students of St. Francis College of Education, Hohoe, since this was the school where I encountered the problem with the students. This procedure was also used because the students can be easily accessible for the data to be collected for the study. I also considered this class because the students had attained some level of maturity required for self and cooperative use of the seesaw or the balance model with minimal tutor intervention and supervision, hence ensuring their full participation in the study. The findings of the study revealed that there has been a drastic improvement in the students‟ ability level as far as the study of linear inequalities is concerned, which is the result of the intervention put in place using the Beam Balance Model. It was also observed that the students have developed more positive attitude towards the use of the Beam Balance to explore other mathematics concepts without any instructions from any tutor. Analysis and discussions were made to ascertain the effectiveness of the research intervention. A recommendation was then made to further researchers, teachers and curriculum developers. The researcher therefore recommended that Beam Balance must be used as a teaching learning material for mathematics especially in the teaching of linear inequalities in one variable

Source: UEW
Using classroom interaction to teach adjectives a study among JHS 2 students of Yidania Junior High School

Whatever the area of specialization, we need to acquire proficiency in English to function. When we examine the goals of English language teaching in Ghana, it is clear that English is taught to enable us to use the language to communicate effectively. We need English to pursue studies in other subjects, for further studies, for employment, for social, recreational and administrative purposes. Since English is not our native language, its use as a medium of communication in our schools and society, depends upon it being taught effectively as a subject in our schools.The purpose of this study therefore, was to highlight on the various kinds of interactions forthe effective teaching of adjectives.The study, sited at Yidania Junior High in the KasenaNankana West of Upper East Region of Ghana adopted the descriptive survey design and covered anEnglish teachers and 30 students who were purposively sampled. The data were analyzed using qualitative inductive analysis approach and presented in a narrative manner by quoting from one subject to another.Having identified the problem, many activities were used in a form of intervention.It was recommended among other things that for the problem to be improved, teachers be given intensive in-service training on the modern ways, procedures and techniques of involving learners' participation in the teaching - learning process. Government, school authorities and other stakeholders of education also be encouraged to stock schools libraries with books.

Source: UEW
Using co-operative approach to enhance J.H.S pupils understanding of selected topics in integrated science

This study sought to use the cooperative learning approach to assist JHS 2 pupils at Asuotino Presbyterian JHS to understand selected topics in integrated science. This was an action research and it involved conducting test (pre and post), use of the cooperative approach, interviews and observation. A sample of 50 pupils and 2 teachers participated in the study. Two hypotheses were tested for the study. The hypotheses were in relation to the effect of using cooperative approach on the academic achievement of pupils and pupils’ attitude to integrated science education after the use of the cooperative approach. It was found out that, using the cooperative approach significantly affected pupils’ academic achievement in integrated science and their attitude to the subject as well. Cooperative approach positively affected the academic performance of pupils. It as well improved their attitude towards science lessons. Furthermore, the results of the action research showed that in enhancing the understanding of pupils in selected integrated science topics, both teachers and pupils have unique roles to play and teachers must remain flexible in their teaching approach.

Source: UEW
Using computer animations to enhance senior high school students’ academic achievements in rate of reactions

This study was designed to find out how the use of computer animations in teaching could enhance senior high school students’ academic achievements in rate of reactions. The study was conducted in two public Senior High Schools in Ablekuma West Municipal in Greater Accra Region of Ghana. The study adopted the quantitative approach and quasi-experimental design to achieve its objectives. The study used purposive sampling to select 85 students for the study. The main instruments used for the collection of data were pre-test, post-test and questionnaire. Some student misconceptions were discovered when a pre-test was conducted for them. A post-test was administered after the treatment to find out whether the treatment activities helped to eliminate the misconceptions or not. The results showed that there was a statistically significant difference between the post-test scores of the experimental group and the control group. Responses of students from the questionnaire revealed that computer animation was an interesting and interactive tool in teaching rate of reactions. The study concluded that computer animations assisted senior high school students to better understand rate of reactions.

Source: UEW
Using computer animations to enhance students’ understanding of acid strength

The study aimed at improving students‟ understanding of the concept of acid strength in Kusanaba Senior High School through the use of computer animations. A practical approach to instruction was adopted while using computer animations as a corrective tool to students‟ misunderstanding of the concept under study. The fact that the sample consisted of two different classes taught by the Researcher, each having different subject/time schedules and partly because it was not disclosed to subjects that this particular topic was under study, there was no observable between group interactions that could in any way influence the outcome of the study. One class was taught through computer animations while the other class was taught through the traditional method. Data were collected from the two intact classes comprising 100 third year elective agriculture students during two classroom lessons by means of a pre-intervention test. Intervention activities, computer animated activities were designed and used in teaching the experimental group. The control group received their instructions through teacher illustration. These were followed by a post- intervention test. The results were analyzed by means of descriptive statistics specifically the mean scores and the standard deviations. From the study, it was found that the animation method proved to have enhanced the performance of the students than that of the traditional method. This was indicated by a significant average mean difference of 5.4 in a post- test exercise. The implications of the results for the teaching and learning of acid strength are that teaching through animations helps students to develop conceptual understanding, and promote meaningful learning by creating dynamic mental models of particulate phenomena that students find difficult to understand. It is therefore recommended that more of computer animated activities should be incorporated in teaching subsequent lessons in chemistry to fully ascertain the effectiveness of using animation in the University of Education, Winneba http://ir.uew.edu.gh xi teaching and learning of chemistry.

Source: UEW
Using computer assisted instruction in teaching and learning co-ordinate geometry

This study was undertaken to find out the effect of using Maths Xerte Toolkits (Computer Assisted Instructions) on pre-service teachers’ achievement in coordinate geometry, find out the perception of students towards the study of coordinate geometry using Maths Xerte Toolkits and to explore the students’ interest in using Maths Xerte Toolkits in teaching and learning Coordinate Geometry. In all, 50 pre-service teachers were involved in the study. The study adopted a quasi-experimental research design. Semi – structured interviews, questionnaire as well as achievement test were the instruments used for data collection. The items in the questionnaire and achievement test were analyzed using statistical tools such as percentages, mean, standard deviation and the paired sample t-test from Excel 2016 Analysis Tools. The result indicated that there was a significant difference between pretest and post test scores. The questionnaire given to the participants to elicit their response on the perceptions of the impact of Xerte toolkits in teaching coordinate geometry revealed a positive response for the opportunities created for them to actively engage themselves as learners. The findings in this study posits that students’ interest in using Maths Xerte Toolkits in teaching and learning Coordinate Geometry increased and they were ever ready to use Xerte again in their studies. To support interactivities in teaching and learning process, students must be encouraged to use the Xerte software on their phones and other computing devices in the college so as to arouse their interest in acquiring mathematical concepts.

Source: UEW
Using computer assisted instruction to improve students’ academic performance in integrated science in Juaboso Senior High School

This study sought to improve Students‟ Academic Performance in Integrated Science Using Computer Assisted Instruction in Juaboso Senior High School. The main objectives were to: Examine the effect of Computer Assited Instruction (CAI) on students‟ academic performance, explore the effect of CAI on students‟ academic performance in different levels of cognitive domain and investigate the impact of CAI on students‟ retention ability. Three research questions were answered and three null hypotheses were stated and tested at p≤0.05 levels of significant. Action research design was used for the study. In the selection of the subjects, convenience sampling was used. Thirty-seven (37) students were used for the study. Integrated Science Performance Test (ISPET) made up of 30 multiple choice questions was used to measure the academic performance of the students before and after treatment. ISPET was validated by professional Integrated Science teachers and the supervisor with respect to content, construct and criterion validity. ISPET was pilot tested in Boinzan SHS. Reliability of ISPET was calculated using the Kuder-Richardson formula 21 (K-R21) and found to be 0.78. The data collected from the performance test were analysed using descriptive statistics (mean, standard deviation) and Inferential statistics (dependent sample t-test through SPSS). The results indicated that students‟ academic performance improved after the treatment and that, CAI really helped the students to improve their knowledge in the various cognitive domains. Findings also revealed that CAI had a positive effect on students‟ retention ability in Integrated Science. Based on these findings, it was recommended that Integrated Science teachers in the school should use CAI in teaching and learning of Integrated Science to enhance students‟ academic performance and retention ability.

Source: UEW
Using computer assisted instructions to improve students competencies in specimen identification, biological drawing and labeling

The successes of students in biology in the West African Secondary School Certificate Examinations over the years have been very discouraging. Studies have specified that this is partly due to the poor knowledge of students in biological drawings, labeling and identification of specimen. Indications in the literature revealed that biological drawings labeling and identification could be used to facilitate students’ learning. This study, therefore, evaluated the knowledge of biological drawings, labeling and identification possessed by Senior High School students in Winneba Senior High School. Action research method was employed. The population for the study was all Biology students in Winneba Senior High School. A sample of 35 Biology students were used for the study. The instruments used were questionnaire, observation, interview and tests. The research was conducted in three phases, the pre- intervention phase, the intervention phase and the post- intervention phase. Three research questions were answered. Findings of the study showed that: students possessed poor of biological drawings, labeling and identification and the use of CAI was able to improve the competencies of the sampled students. The study concluded that Students’ drawing skills were improved, in that, there were no more shading, there was a reduction in the use of wavy and double lines, the correct pencils were used and also students were able to make proportional drawings. The labeling skills of students’ were also improved. Label lines were neatly drawn with rulers, label lines were no longer having arrow and label lines were not crossing each other. Students’ identification skills were also improved, they were able to identify specimen easily and faster. It was recommended that teachers should make themselves available to new technologies such as Computer- Assisted Instruction and other computer software in other to be abreast with time. They should always be around to supervise students when they are using computers to learn because some students may do something else with the computer rather than learning.

Source: UEW
Using computer assisted instructions to improve the teaching and learning of cell division at St. John Bosco’s College of Education

The purpose of this study was to use computer assisted instructions to improve the performance of second year science students of St. John Bosco’s College of Education, Navrongo, in the teaching and learning of cell division. The research design used for this study is action research design. The main research instrument used for the study is test (objective and essay type test) The researcher employed random sampling to sample fifty (50) students out of a population of one hundred and twenty(120). The data gathered was analysed both quantitatively and qualitatively. The study revealed that computer assisted instruction is one of the most efficient way of teaching students. Frequency distribution tables and descriptive statistics were used to analyze the results. The results from the pre test indicated that students really have difficulty in describing the process of cell division. However, in the post-test results, there was a great improvement since 90% of the students were able to answer the questions correctly. Based on the results and findings revealed from the study, the research recommends the following: The different kinds of computer assisted instructions can be utilized in order to assess the attribution of a particular software type in the teaching of science. Appropriate media should be integrated into the curriculum to complement the traditional method, since it results in higher learning outcomes in terms of achievement scores and result.

Source: UEW
Using computer simulation to improve the teaching and learning of photosynthesis in two selected Junior High Schools

The study investigated the use of computer simulation to improve the teaching and learning of photosynthesis in two selected Junior High Schools in Prestea Huni-Valley. The research was quasi experimental involving a pre-test and post-test. The total population of the third year Junior High School Students‟ was 2018 students. The sample for the study comprised 136 third year Junior High School students sampled from two public junior high schools in the Western Region of Ghana. The instruments used for the collection of data included students‟ knowledge of photosynthesis Test (SKPT) – pre-test and students‟ Achievement in photosynthesis Test (SKPT) –post-test, which were piloted in a junior high school in the Western Region. The students‟ post-test scores were subjected to statistical analysis using independent-measure t-test. The major findings of the study included: a significantly higher achievement of students exposed to the computer simulation instructional approach compared to those exposed to the traditional instructional approach, significantly higher achievement of the computer simulation instructional approach in cooperative learning settings than those in individualized learning settings. Based on the findings of the study, it is recommended among others that science teachers should employ innovative and more effective learner centered instructional strategies, such as, computer simulation instructional packages and organize their students into cooperative learning groups to promote meaningful learning of difficult concepts.

Source: UEW
Using computer-assisted instruction to improve the performance of science 2 students in protein synthesis at Swedru Senior High School

The study investigated the use of Computer-Assisted Instructions (CAI) to improve the performance of students in the teaching and learning of protein synthesis. The study was carried out at Swedru Senior High School. The accessible population was all form two biology students of the school. The sample for the study consisted of 90 students comprising 31 girls and 59 boys who were all SHS 2 science students. The study used qualitative and quantitative data gathering instruments. All the statistics used in this University of Education, Winneba http://ir.uew.edu.gh 13 research were done using the Statistical Package for Social Science (SPSS) for windows up to version 18.0 software. The study showed that students had negative approaches to the learning of protein synthesis, low self-efficacy with regards to protein synthesis; students had misconceptions of concepts in learning protein synthesis and agreed that there were too many concepts in protein synthesis and Students‘ attributed their interest in protein synthesis to effective teacher practice but not from friends. Negative learning approaches, misconceptions and low self-efficacy to learning of protein synthesis had no effect on students‘ performance though the mean scores of their performance were low. Students‘ attribution of interest and the use of CAI showed an effect in their performance with the mean scores being comparatively higher. It is recommended that young learners should be encouraged and guided to develop positive attitudes towards science and innovative learner-centered instructional strategies and use of computer-assisted instructional packages should be used by biology teachers to promote meaningful learning of difficult biology concepts.

Source: UEW
Using computer-assisted programme to improve performance of senior high school Form One students in integrated science

The study investigated the use of computer assisted programme to improve the performance of first year General Arts students on digestion of humans. The study employed action research design. The sample used for the study was 60 first year General Arts students. The instruments used for data collection were pretest and posttest and structured interview. Data collected were analyzed using SPSS. Descriptive statistics were used to organize students’ test scores into means and standard deviation. Inferential statistics involving t-test was used to establish any significant difference between the pretest and posttest. The results of the study revealed that there was a statistically significant increase in the performance of students that received computer based lessons. In addition, the research indicated that using computer assisted programme as a teaching tool increased the academic success of the students and also facilitated their understanding of abstract concepts. It can be concluded that the use of computer assisted programme in teaching integrated science has the potency to improve academic performance of students.

Source: UEW