Abstract:
This study aimed to investigate the effectiveness of a Learning Activity Package
(LAP) in improving students' performance in selected biology topics. The quasi experimental design involved a pre-test and post-test Non-equivalent group design,
with 92 students in total divided into an experimental and a control group. The
experimental group consists of 44 Year 2 biology students in Asare Bediako SHS and
the control group was made up of 48 Year 2 biology students from Obuasi SHTS.
These two schools were sampled using purposive sampling. The experimental group
was taught using the LAP while the control group received lectures. The Biology
Achievement Test (BAT) was used to collect data, which was analysed using
inferential and descriptive statistics. Results showed that the experimental group
outperformed the control group on the post-test, with significant differences (p <
0.05) across all ability levels; mean scores for the experimental group = 28.7, 25.3
and 21.1 for high, average and low achievers respectively and a significant value of
0.0007 while the control group recorded mean scores of 16, 15 and 17 for high,
average and low achievers respectively. The LAP was particularly effective for low achieving students, as they showed notable gains. There was also a statistically
significant difference in mean scores between males and females (p = 0.03), with
males performing better on average, but the effect size was low in magnitude.
Furthermore, the experimental group had significantly higher mean scores compared
to the control group, with a practically significant difference in scores. Overall, the
findings suggest that the LAP is an effective teaching method for improving students'
performance in biology. Based on these findings, it is recommended that instructors
should consider integrating the learning activity package (LAP) in their teaching
approach. Further, additional resources and support should be provided to low-ability
students to ensure their success.
Description:
A Dissertation 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
