Abstract:
The study took place in Winneba Senior High School. The study involved a whole class of
first year Home Economics One students in Winneba Senior High School, Winneba,
selected through purposive and convenience sampling technique, totalling forty (40)
students (thirty-nine female and one male). Test, questionnaire and interview were the main
instrument used to collect data for the study. The researcher developed Multimodal
Instructional Approaches to teach some selected topics in integrated science for five weeks.
The topics were relative atomic mass and relative molecular mass, mole as a unit,
measurements of concentrations and preparation of standard solution dilution and dilution
factor. The students wrote a series of five pre-intervention tests on the selected topics
before each lesson after which the students were taught using the Multimodal Instructional
Approaches. The approaches involve teaching using the video mode, aural mode, read or
write mode and finally kinesthetic mode. The students then wrote a similar test but
different in content as a post intervention-test. Statistical Product and Social Science
(SPSS), version 20.0, for windows and Richard Hake normalized gain were used to analyze
the data. The findings from the average normalized gain of the post intervention and pre intervention test scores showed a gain of 0.77, indicating effectiveness of the multimodal
instructional approaches on the students’ performance. Furthermore, a greater percentage
of students had a positive perception about multimodal instructional approaches to teaching
and learning. The study recommends the use of multimodal instructional approach in
teaching Integrated Science lessons at Winneba Senior High School. This could help the
students have better understanding of scientific concepts
Description:
Thesis 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 the award of the
Master of Philosophy (Science Education) degree.
AUGUST, 2015