Abstract:
The study assessed the effect of activity- based method on selected pupils’ performance
in balancing of chemical equations. It employed the action research design that involved
pre-intervention, intervention and post intervention strategies. These strategies were
used to ensure conceptual understanding in balancing chemical equations using three
activities and a combination of three existing methods and to evaluate the effects of the
method on 40 pupils’ academic achievement at Socco H/H Basic School. Mixed method
was the research approach employed by the researcher. A purposive sampling was done
since an intact class was used to help achieve the set goal. Data collecting instrument
such as interview guide, questionnaire, pre and post intervention test were also used. A
descriptive statistic such as simple percentages with bar charts representation was used
for the data analysis to evaluate the effect of the activity-based method on pupils’
achievement in balancing of chemical equations. Originally, about 72% of the pupils
found it difficult to write chemical formulae correctly but after the intervention, pupils
performance improved drastically with 50% difference of the post intervention test
scores and 13.62 mean difference of the post intervention test scores. To the researcher,
the outcome of the findings showed that, the activities used in teaching balancing of
chemical equations were very effective as pupils felt motivated to learn the supposed
complicated concept in chemistry and their conceptual understanding and academic
performance improved. The prepared module which was used at the intervention stage
to ensure conceptual understanding could serve as a guide to the science teachers of
Socco H/H Basic School in teaching balancing of chemical equation.
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
SEPTEMBER, 2023