Abstract:
The study investigated effect of analogy instructional strategy on SHS students’
performance on wave concept. The study involved one class of form two physics
students in Navrongo Senior High School, selected through purposive and
convenience sampling technique, totalling 52 students (12 female and 40 males). The
individual teacher research strategy was adopted for the study in which the 52
students were taken through analogies. Data was collected using both qualitative and
quantitative methods through pre intervention test and post intervention test items and
unstructured interview. The students wrote a pre intervention test after which the
analogies were used to teach the lesson. The students then wrote a similar test as a
post intervention test. A change or otherwise in their performance was ascertained
through gain analysis adopted from Richard Hake (1998). Responses obtained from
the questionnaire and notes recorded during the observation schedule were also
compiled and analysed. The findings from the average normalised gain of the post and
pre intervention test scores showed a gain of 0.66, indicating that an effectiveness of
the analogy lessons in enhancing performance. A dependent sample t-test conducted
showed that there was a significant difference in the pre intervention test and post
intervention test score, p= 0.000 (α=0.05). The findings further revealed that the
students perceive the analogy instructional strategy to be very effective since it
enhanced their performance. The study recommends the use of analogy instructional
strategy in physics lessons at the SHS level.
Description:
A DISSERTATATION IN THE DEPARTMENT OF SCIENCE EDUCATION,
FACULTY OF SCIENCE EDUCATION SUBMITTED TO THE SCHOOL OF
GRADUATE STUDIES UNIVERSITY OF EDUCATION, WINNEBA, IN
PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF
DEGREE OF MASTER OF EDUCATION, IN SCIENCE EDUCATION.
DECEMBER, 2015