The effect of teacher classroom activity on students’ performance and perception in studying direct current electricity in integrated science

Abstract

The purpose of this study was to determine the effect of teacher classroom activity method on students‟ performance and acquisition of required skills in learning direct current electricity in integrated science for 4weeks. The study was done with a sample size of 30 Home economic students (all female) of Swedru School of Business. At the end of each week, a test was administered to students to collect data on weekly performance of students. At the end of the 4th week, a questionnaire on students‟ perception of the use of the teacher classroom activity method to teach Direct Current Electricity was administered. Descriptive statistics techniques were used to analyse the data obtained from the tests. The results indicated that class weekly average scores were 2.9, 3.5, 5.3 and 6.6 out of maximum score of 10. The study revealed that the performance of students improved during the period when the teacher classroom activity method was utilised. Also the teacher classroom activity method assisted students to acquire a wide range of experimental and process skills during the period of study. Also the study showed that students had positive perception towards the use of teacher classroom activity method to teach direct current electricity. The study recommended that teachers, especially science teachers are encouraged to use modern methods of teaching to teach students instead of the usual conventional methods, teachers are also to pay critical attention to skills development when teaching. Finally, it is recommended that since students had positive perception about teacher classroom activity method, teachers are to be encouraged to use the teacher classroom activity method to teach students at Swedru School of business.