dc.contributor.author |
Acheampomaa, D.A |
|
dc.date.accessioned |
2023-02-17T15:15:37Z |
|
dc.date.available |
2023-02-17T15:15:37Z |
|
dc.date.issued |
2015 |
|
dc.identifier.uri |
http://41.74.91.244:8080/handle/123456789/1246 |
|
dc.description |
A dissertation in the Department of Science Education, Faculty of Science
Education, submitted to the School of Graduate Studies, University of
Education, Winneba in partial fulfilment of the requirements for award of the
Master of Education (Science Education) degree.
DECEMBER, 2015 |
en_US |
dc.description.abstract |
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. |
en_US |
dc.language.iso |
en |
en_US |
dc.publisher |
University of Education Winneba |
en_US |
dc.subject |
Instructional simulations |
en_US |
dc.subject |
Students’ performance |
en_US |
dc.subject |
Cell division |
en_US |
dc.title |
Using computer-based instructional simulations to improve students’ performance in the concept of cell division (2) |
en_US |
dc.type |
Thesis |
en_US |