ghanaopendata/ghanaian-research-english huggingface dataset:
Using computer-based instructional simulations to improve students’ performance in the concept of cell division (2)

Empirical investigations on students’ conception of cell division in Biology indicated a major misunderstanding of some scientific concepts even after being thoroughly taught. Therefore the main aim of this study was to investigate the impact of computer-based instructional simulations in the teaching and learning of cell division. The target population was the form two Biology students of the Seventh Day Adventist Senior High School, Asokore, Koforidua. Two Home Economics classes were selected for this study. The two Home Economics one (2HEI) students constituted the experimental group and the two Home Economics two (2HE2) students constituted the control group. The groups were selected based on a mean score from a pre-test that was administered. The total number of students used for this study was fifty eight. The control group was made up of thirty students whiles the experimental group was made up of twenty eight students. The experimental group was the group with the lower mean score and was taught cell division using computer based instructional simulations for three weeks and the control group was the group with the higher mean score and was taught the same topic but using the traditional method for the same period. After the three weeks a post-test consisting of ten multiple – choice and three short answers theory test items were given to both groups. Descriptive statistic, paired and unpaired t-test were used for the analysis. The results indicated that the experimental group performed better after the post-test as compared to the pre-test. As a result, there is a need for Biology teachers to integrate computer simulations module into the teaching and learning processes to enhance students understanding of difficult concepts.

Source: UEW
Using concept mapping strategy to improve the teaching and learning of mole concept in keta Business College

The study investigated the Use of Concept Mapping Strategy to Improve the Teaching of Mole Concept in Keta Business College. This study adopted action research design in the form of pre-intervention, intervention and post-intervention stages. The study focused on the academic achievement and retention in mole concept among Senior High School Integrated Science students in Keta Business College, Keta. A total of 30 form two students of General Arts 2B from the school was intactly selected from a population of 673 students of seventeen classes of the form two using balloting technique. The students were taught Mole concept using concept mapping strategy at the intervention stage. The instruments used for data collection were semi-structured interview, Mole Concept Achievement Test (MCAT), Questionnaire and Mole Concept Construction Test (MCCT). The instruments were validated by both Chemistry teachers in the Keta Business College and lecturers in Science Education Department. The Reliability coefficient of MCAT was 0.92. Students‟ scores from these halves were then correlated using the Spearman-Brown formula used in reliability testing. Based on the objectives, this study was guided by four research questions and answered using descriptive statistics. The results of the pre-intervention and post-intervention tests were compared and tested at 0.05 level of significance using statistical paired t-test. The results obtained from data analysis showed that students performed significantly better in both academic achievement and retention in mole concept. The study recommended among others that Integrated Science teachers should be trained and encouraged by GAST in the country to use concept mapping strategy in teaching Integrated Science.

Source: UEW
Using concept mapping to enhance students' understanding on ecological concepts at Mim Senior High School

The purpose of this study was to raise awareness of the potential of concept mapping as an aid to enhance students’ understanding of conception about ecology through action research. Mim Senior High School was the experimental school while Ahafoman Technical Senior High School was the control school in this study. A pre-test and postintervention test as well as retention test non-equivalent quasi-experimental design was used for the study. The sample size was 105 students. The experimental group consisted of 55 students while the control group consisted of 50 students. The students in the experimental group were instructed with concept mapping while the control group were instructed with the traditional method of teaching. Both groups were taught the same content which was on basic concepts in ecology. Three instruments were used for the data collection in this study. These were an achievement test, a questionnaire on students’ perception towards concept mapping (QCM) and a structured interview. Descriptive statistics, paired and unpaired t-test were used to analyse the data for answering the research questions. Results showed that treatment factor (concept mapping method) produced significant difference in the performance of the experimental group as the mean score of students taught with concept mapping was significantly higher than those who were not exposed to the method. Results also showed evidence of retention of learnt concepts among the experimental group. It has been recommended that concept mapping method should be encouraged in many biology classes at the SHS. Much attention should be given to students concerning analysis and other high order cognitive level questions.

Source: UEW
Using concept maps to enhance the learning of cell biology by first year students of Nifa and H’mount Sinai Senior High Schools

This thesis emphasizes an alternative instructional tool called “Concept Map”. Concept map has been applied in a variety of fields, including instructions, learning, curriculum development, and assessment. Researchers have determined that, concept maps serve as an effective tool in the traditional classroom. The purpose of this study was to investigate the use of concept map to enhance the teaching and learning of Cell Biology in Senior High Schools one students. The research focused on two groups from senior high schools (Nifa and H’Mount Sinai S.H.S) of the Akuapem-North District in the Eastern Region of Ghana. This study was a pre-test-post-test-2-group comparison study. Both the control and experimental groups were required to take a pre-test before instruction and a post-test at the end of three weeks. The text consisting of 20 questions was used to assess students performance. Student’s constructed concept maps were scored using Novak’s scoring scheme. Participants included 64 students. The first finding of the study was that, students when exposed to concept maps performed better than when taught with the traditional method. The difference in the learning gains between the experimental and the control group was statistically significant and this was solely due to the use of concept maps in the learning of Cell Biology. The second finding also indicated that, there was no gender disparity among students with the introduction of concept maps, although there were some increases in the mean scores among the females. Nevertheless, the study suggests that, there is a need for future research to improve and strengthen the relationship between Concept Mapping and academic learning, specifically in science.

Source: UEW
Using concept maps to improve students’ achievement in selected biology topics

This study examined the influence of concept mapping teaching method on the academic achievement of selected biology students in Osei-Bonsu SHS. The objectives of the research were to determine the; 1. Effect of concept mapping teaching method on senior high school students’ academic achievement in biology, 2. Effect of concept mapping on senior high school students’ retention ability and 3. Influence of gender on senior high school students’ academic achievement when taught biology using the concept mapping method. The action research approach was used, the target population for the study included all senior high schools in the Bono-East Region of Ghana. The accessible population, however, comprised senior high schools in the Nkoranza-North District of the Bono-East Region. An intact class of forty-two final year science students were purposively selected for the study. Data were collected using pre- and post-intervention tests and analysed statistically using the statistical package for social sciences software. The study found that concept mapping approach to teaching had a significant (p < 0.05) impact on the performance of students in biology. Also, concept mapping teaching approach was found to have a significant (p < 0.05) impact on students’ retention ability. It was recommended that curriculum developers should incorporate concept mapping strategy into curriculum guidelines for meaningful and higher order learning.

Source: UEW
Using conceptual change model of science instruction to improve Junior high students’ understanding of electricity

The main purpose of this study was to use conceptual change model of science instruction to improve the understanding of JHS two pupils of Kibi in the study of the following basic concepts of electricity: electric circuits, electric current, conductors, voltage and resistance. Furthermore, the study also attempted to determine the alternative conceptions and misunderstandings of the pupils on the concepts of electricity. The sample for the study was 115 JHS pupils and six science teachers. The pupils and teachers were drawn from two Junior High Schools in Kibi namely KPCE Demonstration JHS and Kibi State JHS. The instruments used in this study were questionnaires and tests. The data collected from the pre-test and post-test were analyzed using t-test. The findings showed that there was significant improvement in the level of the performance of the pupils after the intervention. Again, it was revealed that most of the alternative conceptions and misunderstandings determined through the questionnaires were either reduced or were eliminated. The research finding that conceptual change approach to science instruction helped to improve the JHS pupils’ understanding of electricity is recommended for the teaching of electricity in the Junior High Schools in Kibi circuit and throughout the country. It is further recommended that the conceptual change approach to science instruction should be introduced into the science programme in Colleges of Education and made part of the course on methods of teaching science.

Source: UEW
Using constructivist approach of teaching and learning to enhance the performance of form two students of Nifa Senior High School in area of quadrilaterals

The study explored the use of constructivist approach to teaching and learning to improve the performance of students in the Nifa Senior High School in the concept of area of quadrilaterals. The study adopted Constructivism theory. The design for the study was a mix of exploratory and action research design. A sample of forty-two (42) students was selected for study, using convenience and purposive sampling techniques. Data was collected through interview, observation and questionnaires and this was analysed using content analysis, descriptive, and Pearson’s correlation coefficient. Results from the study showed that, the constructivist approach to teaching and learning significantly improved the performance of students specifically, in the concept of area of quadrilateral than the conventional approach. Additionally, the constructivist approach helped the students to easily identify the various types of quadrilaterals which helped them in applying the right formula and hence the improvement in their score on the post test conducted. Also, the study revealed that students had improved their understanding of the re-allotment to the concept of area as a result of being taught using the constructivist approach. Again, the latter helped them solve problems involving quadrilaterals more easily. Finally, the study showed a statistically strong positive correlation between the constructivist approach to the learning of mathematics and students’ performance. Furthermore, teachers should ask students to explain their solutions because it allows for creativity. Also, teachers must give direct and specific target and instructions during lesson so as to work within the stipulated time as well as achieve stated objectives when using the constructivist approach. Finally, further studies should explore area of quadrilaterals in other schools and use constructivist approach in other subjects.

Source: UEW
Using constructivist approach to address senior high school students’ difficulties in solving linear equations word problems, a case of Potsin T.I. Ahmadiyya S.H.S.

This study employed the quasi-experimental design to address Potsin T. I Ahmadiyya Senior High School Students’ Difficulties in solving algebraic word problems in linear equations using constructivist approach. The researcher identified four major difficulties students encounter when solving algebraic world problems namely: students attempting but demonstrating misunderstanding of the problem; students attempting and unable to translate problem into algebraic model or equation(s); students attempting but fail to solve the equation to reach the solution; students attempting to solve the equation but failing to use the right methods or making errors. The study compared the effectiveness of constructivist approach and traditional methods in the teaching of algebraic word problems in linear equations on the performance of students. Two classes were purposively selected for the study. One intact class was used as control group and the other as the experimental group. The sample size consisted of 92 students comprising 43 in the control group and 49 in the experimental group. The experimental group was taught algebraic word problems using constructivist approach while the other control group underwent traditional way of teaching algebraic word problem. Pre-test and post-test were carried out simultaneously on all the groups using teacher-made achievement test. The test format was based on Ghana Education Service syllabus. Using a paired sample t-test, the findings showed that there is a statistically significant main positive effect for the students who used constructivist approach to learn algebraic word problem, [M = 68.2, SD = 14.3), t (48) = 14.6, p = 0.000 < 0.05]. Thus, the students taught with constructivist approach performed comparably better than their counterpart who did not use constructivist approach to learn algebraic word problem. Also, the constructivist method made lesson more interesting, practical and easy to understand. It was recommended that teachers should incorporate the use of constructivist in the teaching of algebraic word problem.

Source: UEW
Using constructivist approach to enhance students’ performance in solving quadratic equations by the graphical method

The study sought to use constructivist approach to enhance the performance of students in solving quadratic equations by the graphical method. Quasi-experimental nonequivalent group with a pre-test and a post-test design was employed. Fifty-five (55) students were purposefully selected from two of the General Art Classes in Potsin T.I Ahmadiyya S.H.S in the Gomoa-East District of Ghana with a four weeks intervention program. One intact class was used as the control group comprising of thirty-two (32) students and the other as the experimental group comprising of twenty-three (23) students. Instruments used in the study were, diagnostic test, achievement test and an unstructured interview guide. The analysis of the pre-test and post-test scores were based on the quantitative data collected using descriptive and inferential statistics whiles the qualitative data were analyzed thematically. Results from the paired(independent) sample t-test indicated that there was a statistically significant improvement in the scores between students who were taught using the constructivist approach than those taught by the conventional approach. Analysis of the interview revealed that, the student-centered method made the lesson more interesting, very practical and motivational. The researcher identified five major difficulties students encountered when solving quadratic equations by the graphical method: finding tables of values, plotting of points in the Cartesian Plane, drawing of smooth curves, finding the axis of line symmetry, finding the solution set for the graph and finding the minimum point of the graph. The study recommended that the classroom practice which was more of teacher-centered approach should be discouraged and teachers should promote collaborative learning and encourage constructive conversation that allows students to share their views without being interrupted but to become better communicators and to be more open-minded students.

Source: UEW
Using cooperative instructional approach to improve teaching and learning of respiration among form 2 Home Economics students in Presbyterian Girls’ Senior High School, Odumase Krobo

The purpose of this study was to assess the use of cooperative instructional approach to improve the teaching and learning of respiration among SHS form 2 Home Economics Students of Presbyterian Girls SHS in Odumase- Krobo as against individual learning in Odumase Krobo. Seventy-two (72) Home Economics students were sampled using the purposive sampling techniques. Teacher-made-test (pre-test and post-tests) and observational guide were used to collect data. The instrument was validated through content validation procedures and yielded a reliability of Cronbach Alpha coefficient of 0.63. Three (3) research questions guided the study. Descriptive statistics of Frequency counts and percentages were employed for all the research questions. Findings obtained from research question one revealed that students taught using the STAD approach (M= 6.40, SD=1.49) reported significantly higher levels in academic performance than those using the individual approach (M= 4.65, SD=1.74). Findings obtained from the research question two revealed a statistically significant difference between the two approaches. Results obtained on research question three also showed that students in this study generally exhibited negative attitudes towards the individual learning approach. Based on the outcome of the results, the study recommends that, there is the need to offer them personalised institution through the use of STAD so that students can make their own choices, own their learning, increase their intrinsic motivation and put in more effort. Also, teachers should employ STAD as a system of cooperative learning in which students learn to be formed into groups representing the students with the skills and different genders to bring student’s learning experience to a different level.

Source: UEW
Using cooperative instructional approach to improve the concept of genetics

The study sought to improve Senior High School students‟ performance in genetics using cooperative instructional approach in the Keta Senior High Technical School in the Volta Region of Ghana. Sixty final year students of were purposively sampled for the study. The major objectives of the study were: to find out specific genetics concepts students don‟t understand; to identify the causes of students‟ inability to understand genetic concepts; use Mathematical expressions to aid students in learning genetics; how to use genetic symbols; and to identify and correct some of the misconceptions that students have in genetics. The instruments used for the study were standardized tests and questionnaire for students. Data collected were analyzed by using frequency counts and percentages. The results gathered from the study showed that 81.7% could not applied the genetic concept well and had a score of below 25. Out of a total score of 50 marks, only 18.4% scored between 21 to 30 marks. After the intervention, the students were able to answer certain questions they were not previously able to answer. After the introduction of the intervention, almost all the students scored above 25% of the total mark. The findings revealed that students exposed to cooperative instructional method of teaching performed better than those exposed to traditional method of teaching only. The study recommends that biology teachers adopt cooperative instructional approach in teaching and learning of biology concepts. This will help them gain better understanding of the concept and improve their academic performance.

Source: UEW
Using cooperative learning approach to improve on the performance of form two integrated science students at Obrachire Senior High School in the Central Region of Ghana

This study presents the use of cooperative learning method that improved Integrated Science teaching in a comfortable non-threatening setting. It assessed the effects of cooperative learning and traditional learning methods on achievement of form two students in Integrated Science . This is an experimental study in which cooperative learning method - Student Team Achievement Division, developed by Slavin is selected as a teaching method and as a form of intervention and compared to the traditonal method of teaching for a period of three weeks. The study applied a pre test and post-test equivalent groups design. Purposive sampling technique was used to select the sample for the study comprising sixty-four students studying Integrated Science in form two at the Senior High School level at Obrachire in the Central Region of Ghana. These students were divided into two groups and allotted to control and experimental groups. Pre-test scores of the sample served as data to equate the control and experimental groups. Data were analyzed using Statistical Package for Social Sciences (SPSS) Software package version 16. A paired sample t-test was used to compare the means of pre-test and post-test scores of the subjects after the treatment. With a t-value of 0.02, results of post-test showed that the experimental group performed significantly better than the control group, indicating that cooperative learning method was more effective for teaching Integrated Science compared to the traditional method of teaching. Cooperative learning method was useful for improving the performance of students in Integrated Science at Obrachire Senior High School.

Source: UEW
Using cooperative learning to enhance pupils’ performance in science in some schools in Agortime-Ziope district

Cooperative learning is the instructional use of small groups of learners so that they work together to maximize their own and each other’s learning. This study investigated the use of cooperative learning to enhance the performance of upper primary pupils in science. A mixed method approach with a quasi-experimental design was used. The access population was upper primary pupils from Kortsrala and Takuve D/A primary schools in the Agortime-Ziope district of the Volta region of Ghana with a sample size of 32 pupils. The sample was divided into experimental and control group with each group consisting of sixteen pupils. At the beginning of the study, both the experimental group and control groups were pre-tested. The experimental group was taught using the cooperative learning method while the control group was taught using the old-fashioned way of teaching. At the end of the four weeks treatment, both groups were post-tested. Post-test results showed that pupils taught with cooperative learning approach exhibited high academic performance and thus prove that cooperative learning enhances pupil’s own understanding of concepts.

Source: UEW