dc.contributor.author |
Shahadu, I. |
|
dc.date.accessioned |
2024-04-09T15:55:37Z |
|
dc.date.available |
2024-04-09T15:55:37Z |
|
dc.date.issued |
2022 |
|
dc.identifier.uri |
http://41.74.91.244:8080/handle/123456789/3146 |
|
dc.description |
A Thesis in the Department of Science Education,
Faculty of Science, Submitted to the School of
Graduate Studies, in partial fulfillment
of the requirements for the award of the degree of
Master of Philosophy
(Science Education)
in the University of Education, Winneba
DECEMBER, 2022 |
en_US |
dc.description.abstract |
The action research design (single group pre-test post-test) was adopted for this study
using non-equivalent pre-test and post-test. One group of pre-service teachers
(Primary education specialism) took part in the study. Quantitative and qualitative
were involved. The qualitative data consisted of responses of the questionnaire from
the pre-service teachers with regards to the perceptions on the use of hybrid learning
and quantitative data consisted of the pre-test and post-test scores. The group received
the pre-test first in the face-to-face session before the use of the hybrid learning as a
treatment (hybrid learning). The sample consisted of 89 pre-service teachers (56
males and 33 females) which were purposively selected from the population of
Gambaga College of Education pre-service teachers. Data were analysed using
descriptive statistics such as percentages which were used to determine the
perceptions of pre-service teachers in the chemical concepts. Analysis from the data
depicted that there was a significant differences in the mean scores between the
performances of teacher trainees in selected chemistry topics when taught using the
traditional method and when taught using the hybrid learning approach. However,
there was no significant difference between the mean academic performance of male
and female pre-service teachers in some selected chemistry topics when they were
taught with the lecture method (that the t-calculated value of 2.0656 is greater than the
t-critical value of 1.6706 at p<.05 alpha level). Findings also indicated pre-service
teachers‟ positive perceptions towards the use of hybrid learning. |
en_US |
dc.language.iso |
en |
en_US |
dc.publisher |
University of Education, Winneba |
en_US |
dc.subject |
Hybrid learning approach |
en_US |
dc.subject |
Pre-service teachers |
en_US |
dc.subject |
Improving performance |
en_US |
dc.title |
Improving pre-service teachers performance in selected chemistry topics using hybrid learning approach |
en_US |
dc.type |
Thesis |
en_US |