Dpartment of Integrated Science Education

Effect of practical activity on basic science process skills acquisition and cognitive achievement of senior high school biology students

Tue, 01 Apr 2025 00:00:00 GMT

Effect of practical activity on basic science process skills acquisition and cognitive achievement of senior high school biology students Sarfo, S. This study examined the effect of practical activity on the development of basic science process skills and cognitive achievement of SHS biology students. This study adopted a quantitative approach using quasi-experimental research design. The design enabled examination of causal relationships without full randomization, allowing for comparison between two groups under controlled conditions. The study was carried out at Saviour Senior High School at Osiem in Eastern region of Ghana. The target population was all students of Saviour Senior High School consisting of 2,403 students. The accessible population for this study was 250 science students in the science department. The sample size was 120 students selected through purposive sampling technique. Additionally, the study employed a census sampling technique, involving all 20 teachers in the science department. This approach was chosen because the population was small and accessible, making it feasible to include every member without the need for random selection. Two intact classes were used with each class consisting of sixty (60) students. The main instruments used for data collection in the study were Science Process Skills Acquisition Test (SPSAT), Standardized test, Likert scale questionnaire and Observation Checklist. Descriptive statistics, t-tests and correlation were used in data analysis. The entire period of the study was 10 weeks. Pre-intervention test and Post-intervention test were administered. In the study, reliability was established using the Cronbach’s Alpha coefficient for internal consistency of the questionnaire and the test-retest. Alpha values of 0.997 and 0.83 were determined for the questionnaire and test –retest respectively. Validity was established through expert judgement and pilot testing. Pilot test was conducted at Ofori Panin Senior High School on 30 students. It was found out in the study that, practical activity learning approach increases students acquisition of science process skills and also University of Education,Winneba http://ir.uew.edu.gh xiv increases their cognitive achievement. Strong positive relationship was found out to exist between Science Process Skills and Cognitive achievement. The study also revealed that, most teachers’ inability to organize practical sessions were as a results of several challenges they encounter in its organization. It was recommended that, Biology teachers should adopt thorough practical activity learning strategy in their lesson deliveries in order to enhance students’ attitude towards the subject, school management should ensure professional development of teachers through workshops. Policy makers should integrate practical activity into the curricula and make investment in laboratory infrastructure of the schools. A thesis in the Department of Science Education, Faculty of Educational Science, submitted to the School of Graduate Studies in the partial fulfillment requirements for award of the degree of Master of Philosophy (Science Education) in the University of Education, Winneba

Effect of mastery learning approach on senior high school students’ academic performance in circulatory system

Mon, 01 Sep 2025 00:00:00 GMT

Effect of mastery learning approach on senior high school students’ academic performance in circulatory system Ibrahim, H. This study sought to determine the effect of mastery learning approach on senior high school students’ academic performance in circulatory system. The study was conducted at Osei Kyeretwie Senior High and Al-Azariya Islamic Senior High Schools and employed a quasi-experimental design with the collection of only quantitative data. The purposive sampling technique was used to select an intact class of 32 senior high school 2 each from Osei Kyeretwie Senior High and Al-Azariya Islamic Senior High Schools respectively. Form 2 General Arts Class were used in both school. Test was used to gather data on the effect of mastery learning on students’ academic performance from both the control and the experimental groups as well as male and female students’ academic performance in the experimental group. A questionnaire was also used to measure the perceptions of students on the use of mastery learning approach. Data were analysed using descriptive and inferential statistics. The findings of the study revealed an improvement in students’ academic performance in the experimental group. Moreover, there was an equitable academic performance for both male and female students in the experimental group. It was also discovered that students in the experimental group had positive perceptions of mastery learning approach in the biology classroom. Based on the findings, it was recommended that biology teachers in the two schools should integrate mastery learning approach into their teaching and learning of biology to enhance students’ academic performance as well as improve positive perceptions of students. A thesis 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) Department of Integrated Science Education Faculty of Science Education SEPTEMBER, 2025

Effect of jigsaw model on senior high school students’ conceptual understanding in electricity

Wed, 01 Oct 2025 00:00:00 GMT

Effect of jigsaw model on senior high school students’ conceptual understanding in electricity Ahoto, N.E. This research was to examine the effect of the Jigsaw learning model on the conceptual understanding, attitude, and retention of Senior High School students in selected concepts of electricity. The study adopted a quasi-experimental design involving 80 Form Two Visual Arts students from Mawuli School in Ho, Ghana. The participants were divided into an experimental group taught using the Jigsaw model and a control group taught through traditional instruction. Student Achievement test 1 and 2(Pre-test and post-test respectively), and retention tests were administered to measure students’ conceptual understanding and long-term learning, while a Likert-scale questionnaire assessed their attitudes toward learning the concepts using the jigsaw learning model. Data were analysed using descriptive and inferential statistics. The findings revealed that students who was taught through the Jigsaw learning model demonstrated significantly higher post-test scores (M= 27.08, SD=1.42) with an independent samples t-test revealing statistically significant difference, t (3.91), p=0.001 with alpha level (p<0.05).The results further indicated that the Jigsaw strategy promoted cooperative interaction, motivation, and accountability, leading to deeper cognitive processing and long-term learning. The study confirmed that peer teaching and group interdependence inherent in the Jigsaw model enhance meaningful learning and conceptual understanding in science education. It is recommended that science teachers adopt the Jigsaw learning model to improve students’ understanding and interest in abstract concepts such as electricity. The study contributes to the growing evidence supporting student-centered, cooperative learning strategies as effective tools for improving conceptual understanding, affective outcomes, and sustained retention in integrated science and other science subjects. 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 OCTOBER, 2025

Effect of guided practical activities on learners’process skills acquisition and academic performance in selected topics in electricity

Sun, 01 Dec 2024 00:00:00 GMT

Effect of guided practical activities on learners’process skills acquisition and academic performance in selected topics in electricity Kuatsikor, E.M. This study examined the impact of guided practical activities on the development of science process skills, conceptual understanding, attitudes, and academic achievement in selected electricity topics among Form Two science students at Winneba Senior High School in the Effutu Municipality of Ghana. The research adopted an action research design and involved a purposively selected sample of fifty (50) physics students. Data were gathered through pre- and post-intervention achievement tests, observation checklists, and structured Likert-scale questionnaires. Results from the pre-intervention phase indicated that students demonstrated low to moderate academic performance and limited proficiency in key science process skills, including experimental setup, precise measurement, graph construction, data analysis, and interpretation of findings. To address these deficiencies, guided practical activities were implemented over a six-week period, during which students participated in systematically structured, hands-on laboratory exercises under teacher supervision. Post-intervention findings revealed marked improvement in academic performance, with the mean post-test score increasing to 6.90, reflecting a 68.31% gain relative to the pre-intervention results. Substantial enhancements were also observed in science process skills, including apparatus setup (96%), accurate measurement (98%), graph plotting (94%), appropriate scale selection (90%), and interpretation of results (96%). Additionally, students reported more positive attitudes toward physics, evidenced by increased motivation (M = 4.54), improved confidence in undertaking assessments (M = 2.98), greater classroom engagement, and stronger recognition of the subject’s educational relevance (M = 4.38). Learners further demonstrated improved conceptual understanding and an enhanced capacity to apply electricity-related concepts to practical, real-world contexts. The study concludes that guided practical activities constitute an effective pedagogical strategy for enhancing students’ academic achievement, inquiry competencies, and attitudes toward physics. It is therefore recommended that such activities be systematically incorporated into physics instruction, supported by well-equipped laboratory facilities and sustained professional development initiatives for teachers. 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, 2024