Abstract:
Integrated science is one of the core subjects offered in the Ghanaian Senior High
School. Most of the concepts included in Science are abstract and therefore students
find it difficult to understand the concepts.
Cell division is one of the most problematic and difficult concepts that students learn
in the Science syllabus. Questions on cell cycle, Mitosis and Meiosis in Cell Division
are very popular in the West African Certificate examination.Analysis of the Science
paper using the Chief examiner’s report has revealed that students have
misunderstandings on the main concepts of cell division topic such as mitosis and
meiosis. These learning problems in Cell division arise from improper teaching and
learning method that emphasized mainly on teacher centered learning and encourages
rote learning among students.
Computer simulation which is one of the learning strategies that stimulates and
enhances students thinking ability was employed in this study to teach the concept of
cell division in Adanwomase Senior High School.
A total of 62 students from two different form one classes were used for this study. A
pre-test on cell division was administered to the two classes. A t-test analysis of the
pre-test revealed a significant difference between the scores for the two classes. Thirty
of them were subjected to lessons prepared on the concepts of cell division using
computer simulations because they had the least scores. The other 32 were taught the
concepts using the traditional lecture method because they had the highest scores in the
pre-test. A post- test was then administered after the interventions.
Results from the post-tests were gathered and also subjected to statistical analysis using
paired and unpaired t-test. After the study it was realized that there was a significant
difference between science achievements of students who were taught with both the
computer simulations and the traditional lecture method. However, those who were
taught with computer simulations had a significantly scores in the post-test.
Description:
A Thesis 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 requirements for the award of the Master of Education in Science degree
DECEMBER, 2016