Impact of ethnoscience–enriched instruction on attitude, retention and academic performance in Junior High School integrated Science at Sefwi Wiawso Municipality

Abstract

This study inquired into the impact of ethnoscience-enriched-instruction on attitude, retention and performance in integrated science among rural and urban students in the Sefwi Wiawso municipality in the Western North Region, Ghana. The research study adopted the quasi-experimental research design using the pre-test and post-test design. A randomly selected sample of 131 students from 4 schools. The schools were randomly assigned into experimental and control groups. The experimental groups were taught concepts using ethnoscience-enriched-instructions while the control groups were taught using traditional (lecture method). The groups were post-tested to determine their academic performances and attitudes after the treatment. They were further tested (post post-test) to determine the retention of learnt concepts. Data were collected using the Integrated Science Performance Test (ISPT), a 30 items multiple choice test with a reliability coefficient of 0.66; and the students‘ attitude to integrated science questionnaire (SAISQ) developed on a five point Likert‘s scale with a reliability coefficient of 0.75. The collected data were analysed to answer the research questions and test the null hypotheses. The research questions were answered using descriptive statistics. Hypotheses were tested using P-value of 0.05 and the following major findings were made: Students exposed to ethnoscience enriched teaching approach i.e. (Experimental group) achieved significantly higher than their counterparts taught using traditional method. Students exposed to ethnoscience enriched teaching approach retained the learnt concepts significantly better than their counterparts exposed to traditional method; There was no significant difference between the academic performance of urban and rural Junior High Schools; perception of students on Integrated Science after the introduction of the ethnoscience learning approach was positive. On the basis of these findings, some recommendations were made, one of which is that teachers of Integrated Science should use ethnoscience instructional strategy in their teaching as it enhances achievement and retention among JHS2 students.