Effects of advance organisers on students’ performance in integrated science in a cooperative learning classroom

Abstract

This study was aimed at investigating the effects of advance organisers on teaching and students‟ performance in Integrated Science in a cooperative learning classroom in Adugyama Senior High School in the Ashanti Region of Ghana. It sought to determine the science process skills that students would acquire when taught Integrated Science using advance organisers in a cooperative learning classroom and the effects of this strategy on students‟ academic performance and attitudes towards Integrated Science. This study used an action research design. Convenience sampling was employed and a sample of General Art Form Three class made up of 44 students was used for the study. Students‟ records in assessment and class observation checklists were utilised to collect data. Data collected were analysed qualitatively and quantitively. Findings of the study showed that the academic performance of students was enhanced when taught Integrated Science using advance organisers in a cooperative learning classroom. It was also revealed that this instructional strategy provided opportunity for the students to acquire science process skills and exhibit positive attitudes necessary for learning. The conclusion of this study revealed that this instructional approach has a positive impact on teaching and learning of Integrated Science which contributes to greater achievement of students. The study recommended that innovative, interactive and more effective learner-centered instructional strategies, such as use of advance organisers with cooperative learning activities should be used by Integrated Science teachers to promote easy acquisition of science process skills, better comprehension of concepts and development of positive attitudes.