Abstract:
In this study, two science classes from two senior high schools in the Central Region
were selected and put into two groups (Control and Experimental). Students from
experimental group were introduced to peer instruction and students from the control
group were introduced to the same topics by the use of the traditional lecture method.
Students in these two groups were made to answer standardised tests of Force Concept
Inventory (FCI) and Mechanics Baseline Test (MBT) to assess students‘ improvement.
The results did indicate that students from the experimental group have better conceptual
understanding in Mechanics than the students from the control group. It was found that
the peer instruction have a significant impact on students‘ scores in both FCI and MBT
than traditional lecture method. These could suggest that peer instruction could
effectively improve students‘ conceptual understanding and quantitative problem solving
skills in teaching Mechanics in the senior high school.
Description:
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
OCTOBER, 201
