Abstract:
The purpose of this study was to use ICT to improve students’ conceptual knowledge and
understanding of cell division. An action research design was used for the study. The
researcher employed random sampling to sample fifty (50) students out of a population
of one hundred and twenty (120), 6 respondents were randomly selected for the
qualitative aspect of the study. The data gathered was analysed both quantitatively and
qualitatively. Pedagogical factors, such as interactive teaching methods and visual aids,
significantly enhance student comprehension of cell division concepts. The use of
demonstrations and animations in teaching science has been shown to improve learning
outcomes. It was concluded that, effective biology education should prioritize
pedagogical approaches that involve interactive teaching methods and multimedia
resources to engage students and aid comprehension. Incorporating visual aids and
demonstrations can help students better understand complex topics like cell division. To
address the challenge of comprehending basic concepts in cell division, educational
institutions should consider implementing innovative teaching methods, such as
multimedia resources and hands-on laboratory activities, to facilitate a more intuitive and
engaging learning experience. Additionally, personalized support, including tutoring or
peer mentoring, should be readily available to students who express difficulty in grasping
these concepts, ensuring that they receive the necessary assistance and resources to
succeed in their cell biology coursework.
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
SEPTEMBER, 2023
