http://41.74.91.244:8080/handle/123456789/762 Wed, 24 Jun 2026 17:42:16 GMT 2026-06-24T17:42:16Z http://41.74.91.244:8080/handle/123456789/5328 Impact of computer-assisted instructional approach on students’ academic performances in photosynthesis. Adu-Sarkordie, B. This study employed an experimental research design to investigate the impact of Computer-Assisted Instruction (CAI) on the academic outcomes of third-year Biology students. Conducted at Assin Manso Senior High School and J.E. Atta Mills Senior High School, the research specifically aimed to determine if digital pedagogical tools could enhance students' comprehension and overall performance in the subject. A purposive sample of 136 Form Three Biology students was selected for this investigation. An initial pre-intervention assessment established a baseline, revealing notably low levels among the students in three key areas: confidence in the subject, active participation in lessons, and conceptual understanding. To address this, the researcher implemented a targeted intervention using the Computer-Assisted Instructional approach as the primary teaching strategy for subsequent lessons. Postintervention data demonstrated a remarkable transformation in the classroom dynamics and student proficiency. The integration of CAI led to a substantial increase in students' willingness to participate in class activities and a marked boost in their self-confidence when tackling biological concepts. Furthermore, their depth of understanding of the subject matter showed significant improvement. Consequently, this positive shift translated into a statistically significant enhancement in their academic performance as measured by post-tests. Based on these compelling results, the study strongly advocates for the systematic integration of interactive digital methodologies into standard science curricula. It is recommended that educators leverage technology to create more engaging and effective learning environments. Additionally, teachers should be encouraged to facilitate computer-mediated collaborative learning activities to further foster peer-to-peer engagement and solidify knowledge acquisition. A Thesis in the Department of Science Education, Faculty of Integrated Science Education, submitted to the school of Graduate Studies, in partial fulfillment of the requirement for the Award of the Degree of Master of Philosophy (Science Education) In the University of Education, Winneba JUNE, 202 Sun, 01 Jun 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5328 2025-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5323 General science teachers’ perceptions, instructional practices, and challenges in implementing the Common Core Programme (CCP) curriculum in selected districts of the Volta Region, Ghana Seddy, A,P This study examined General Science teachers’ perceptions of the Common Core Programme (CCP) curriculum and the instructional practices used in its implementation in Senior High Schools within five districts of the Volta Region of Ghana. It also analysed the relationship between teachers’ years of teaching experience and their perceptions and instructional practices, as well as the challenges influencing effective implementation of the CCP General Science curriculum. A concurrent triangulation mixed-methods design was adopted. A census sampling technique was used to select all 104 General Science teachers teaching Form One in public Senior High Schools within the selected districts. Quantitative data were collected using a structured questionnaire and analysed with descriptive statistics Spearman’s rank-order correlation. Qualitative data were obtained through semi-structured interviews with ten teachers, two from each district, and classroom observations conducted in five schools, one per district. These qualitative data were analysed thematically. The findings revealed that teachers generally held positive perceptions of the CCP curriculum and demonstrated strong understanding of its competency-based objectives. Instructional practices showed moderate to high alignment with learner-centred approaches, particularly inquiry-based activities and the use of real-life contexts. However, continuous assessment and ICT-supported instruction were implemented less consistently across schools. Correlation analysis showed weak but statistically significant relationships between teachers’ years of teaching experience and both their perceptions and instructional practices, indicating that teaching experience contributes modestly to curriculum engagement but does not strongly determine classroom implementation. Major challenges identified included inadequate teaching and learning resources, large class sizes, curriculum overload, limited time for practical activities, and insufficient CCP-specific professional development. The study concludes that although teachers demonstrate positive perceptions of the CCP curriculum, structural and systemic constraints continue to limit effective classroom implementation. Addressing resource gaps, strengthening continuous professional development, and reducing class size pressures are essential for achieving the intended outcomes of the CCP General Science curriculum. A thesis submitted to the school of graduate studies in partial fulfilment of the requirement for the award of the degree of Master of Philosophy (Integrated Science Education) DEPARTMENT OF INTEGRATED SCIENCE EDUCATION, FACULTY OF SCIENCE EDUCATION DECEMBER, 2025 Mon, 01 Dec 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5323 2025-12-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5318 Factors influencing pre-service integrated science teachers’ acceptance and use of generative ai tools for learning at University of Education, Winneba Uthman, F Generative Artificial Intelligence (Gen AI) tools such as ChatGPT and Google Bard are increasingly transforming higher education worldwide. Their ability to support personalised learning, generate quick information, and enhance students’ academic productivity by simplifying complex tasks has drawn attention to their adoption within teacher education. Despite these opportunities, limited knowledge exists on the preservice integrated science teachers in the use of generative AI tools in Ghana. This study therefore examined factors influencing pre-service integrated science teachers’ acceptance and use of generative AI tools in learning at the University of Education, Winneba. Adopting a descriptive survey design, the study collected quantitative data from 300 pre-service integrated science teachers across levels 100 to 400. Descriptive statistics (frequencies, percentages, means, and standard deviations), reliability tests (McDonald’s Omega), and inferential statistics were used to analyse the quantitative data. The findings showed that 74% of the pre-service integrated science teachers demonstrated a strong behavioural intention to adopt generative AI tools, with an overall mean score of (Mean=3.67±1.03) on intention. However, only 49.3% reported frequent use. The results further indicated that performance expectancy (Mean=3.90±1.13), effort expectancy (Mean=3.70±0.98), hedonic motivation (Mean=3.73±1.02), and social influence (Mean=3.36±0.92) significantly predicted 74% variation in behavioural intention. Ethical concerns were moderately expressed with an overall mean (Mean=3.01±0.81), however, pre-service integrated science teachers worried about whether using generative AI to complete their work was morally acceptable (Mean=3.21±1.12), plagiarism (Mean=3.00±1.06), misinformation (Mean=3.18±1.11), and privacy breach (Mean=3.10±1.14). Pre-service integrated science teachers’ mitigation strategies included integrating digital ethics into teacher training programme (Mean=3.84±1.21) and creating and sharing clear policies on how to ethically use AI tools (Mean= 3.80±1.18) among others. The study concludes that while generative AI tools hold strong potential to enhance integrated science learning, their adoption is constrained by ethical dilemmas and absence of institutional guidelines. It is recommended that the University of Education, Winneba, and the Faculty of Science Education should develop clear policies, integrate ethical AI into teacher training curricula, and strengthen digital infrastructure to promote responsible and effective use. A thesis submitted to the School of Graduate Studies in partial fulfilment of the requirement for the award of the degree of Master of Philosophy (Integrated Science Education) DEPARTMENT OF INTEGRATED SCIENCE EDUCATION FACULTY OF SCIENCE EDUCATION UNIVERSITY OF EDUCATION, WINNEBA SEPTEMBER, 2025 Mon, 01 Sep 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5318 2025-09-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5300 Examining the effect of Physics Education Technology (PhET) simulation on senior high school students’ academic performance in electronics at Leklebi Senior High School Aidoo, F.K. The study examined the effect of Physics Education Technology (PhET) simulations on the academic performance of Senior High School students in Electronics at Leklebi Senior High School in the Afadjato South District of the Volta Region of Ghana. Specifically, the study determined baseline differences in performance between experimental and control groups, assessed the effect of PhET simulations on students’ academic performance, compared simulation-based instruction with conventional teaching methods, and explored students’ perceptions of the use of PhET simulations in learning Electronics. A quantitative quasi-experimental design, using a non-equivalent control group pre-test–post-test approach, was adopted. Two intact Form Two classes were purposively selected, comprising an experimental group taught using PhET simulation-based instruction and a control group taught using traditional lecture-based methods. Data were collected using structured achievement tests administered before and after the intervention, as well as a Likert-scale questionnaire administered to the experimental group. Data were analysed using descriptive statistics and inferential statistical techniques, including independent samples t-tests and paired samples t-tests. The findings revealed no statistically significant difference in pre-test performance between the experimental and control groups, indicating baseline equivalence. However, results showed a statistically significant improvement in the academic performance of students exposed to PhET simulations. Comparative analysis further indicated that the experimental group significantly outperformed the control group in post-test assessments. In addition, students expressed overwhelmingly positive perceptions of PhET simulations, reporting improved understanding of abstract Electronics concepts, increased engagement, enhanced confidence, and greater enjoyment of lessons. The study concludes that PhET simulations are an effective instructional strategy for improving students’ academic performance and learning experiences in Electronics. It is recommended that PhET simulations be integrated into Integrated Science instruction in Senior High Schools, supported by teacher professional development and improved access to ICT resources, particularly in resource-constrained school contexts. A thesis in the Department of Integrated 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 (Integrated Science Education) in the University of Education, Winneba JANUARY, 2026 Thu, 01 Jan 2026 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5300 2026-01-01T00:00:00Z