African Journal of Educational Studies in Mathematics and Sciences

Effects of Video-Assisted Instructional Package on Secondary School Students’ Achievement in Photosynthesis in Omu-Aran, Nigeria

Ojo Afolabi Kayode — 2024-02-20

Photosynthesis has been identified as a difficult biology topic for students due to their inability to visualize the stages and experimental procedures associated with it. Therefore, this study investigated the effects of video-assisted instruction on senior secondary school students' achievement in photosynthesis in Omu-Aran, Nigeria. The study investigated whether or not there will be gains in students’ achievement in photosynthesis when taught using video-assisted instruction, and the interaction effect of gender and cognitive style on the achievement. The study was a quasi-experimental research. The sample for the study was 109 and consisted male and female students from two co-educational schools. Two tests (pre- and post-) designed by the researchers were validated by three lecturers in science education. The instruments were found to have a high reliability as the reliability index obtained was 0.72. Data were analyzed using t-test and Analysis of Covariance (ANCOVA) at 0.05 level of significance. The findings of the study revealed that video-assisted instructional package improved students’ academic achievement in photosynthesis. Also, gender and cognitive style were observed to have no effect on students’ achievement when taught photosynthesis using the package and there were no interaction effects among the cognitive style and gender categories on achievement in photosynthesis. The study concluded that the use of video assisted instructional package was effective in improving the achievement of students in photosynthesis irrespective of gender and their cognitive style. Based on the findings of the study, Biology teachers should be encouraged to use video-assisted instructional package for teaching photosynthesis in senior secondary schools to improve learning outcomes.

Effect of crafted Bohr’s atomic representation on students’ academic performance in chemistry in Kayonza District, Rwanda

Johnson Ruterana — 2024-05-24

The study was to investigate the impact of using crafted Bohr’s atomic representation as alternative chemistry resources on students’ higher order thinking and their effect on student’s academic performance. Using crafted Bohr’s atomic representation as instructional resource, a student improves learning skills to correct concepts misconception. The study is a quasi-experimental with pre-test post-test, experimental and control group design and it is quantitative. With a sample of 330 students that was calculated from a population of 24,523 students at one of districts in Rwanda, the students were placed into two group using non-random sampling technique and each group composed of 165 students. Findings revealed a higher increase in experimental group’s percent mean score than the control group’s suggesting a positive impact on higher order thinking, and for that reason, students exposed to the instruction using crafted Bohr’s atomic representation agreed at high level that exposure enhanced higher order thinking skill and positive interest in chemistry subject. It is suggested that crafted Bohr’s atomic representation may are developed using resources found around the school, as they improve students' academic performance.

Impact of Flipped Learning Pedagogy on Senior High School Physics Students’ Attainment, Retention and Feedback in Studying Electronics

Veronica Sarpong — 2024-05-30

The study aimed to explore the impact of Flipped Learning Pedagogy (FLP) on the attainment and retention of senior high school physics students studying electronics and the nature of the feedback given by students taught electronics concepts using FLP. The study was conducted in two intact classes comprising 103 research participants from the Old Tafo Municipality in Ghana using a quasi-experimental pre-test/post-test non-equivalent control group design. On the instrumentations of the study, this study employed two different sets of Electronics Concept Test and a semi-structured interview guide to collect both quantitative and qualitative data. Split-Plot Analysis of Variance (SPANOVA) revealed a significant effect of FLP use on student retention (Wilk’s Lambda = 0.038, F (3,99) = 830.746, p = 0.000<0.05; effect size = 0.962) in learned electronics concepts. The students’ feedback on FLP was positive, indicating that FLP helped them better understand electronic concepts, remain focused on their studies, and collaborate with their classmates for better study. Based on the results obtained, it was concluded that the use of FLP in the teaching and learning of electronics enhances students’ retention of knowledge of electronic concepts and consequently promotes positive feedback on electronic concept studies. Therefore, it was recommended that SHS Physics teachers in Old Tafo Municipality who wish to improve their students’ retention of learnt electronics concepts and develop positive feedback on electronics studies should consider adopting FLP as an option.

Pedagogical Support Structures for Effective Implementation of Simulation-Based Innovation in Science Classrooms: Prospective Teachers’ Perspectives

Elizabeth Darko Agyei — 2024-06-10

Effective utilisation of technology in the classroom relies on, among other factors, the roles, and actions of teachers, considering both opportunities and limitations presented by technology in representing the subject matter. Therefore, it is essential to examine the pedagogical practises employed by teachers when using technology to teach science. By use of an explanatory case study design with qualitative data sources such as focus group interviews, lesson artefacts and observations, this research adapted the Technological Pedagogical and Content Knowledge (TPACK) framework as a lens within a professional development framework to examine the pedagogical context of four prospective teachers as they designed and implemented simulation-based physics lessons in pairs. The objective was to gain in-depth understanding of the pedagogical support structures necessary for successful implementation of Physics Education Technology (PhET) simulation-based physics lessons, with a focus on promoting a learner-centred instructional approach in Ghanaian science classrooms. The findings suggest that the provision of minimal guidance through activity sheets, as well as facilitative strategies such as engaging prior knowledge, supervising learner activities, fostering discussion platforms and providing summaries, are crucial pedagogical support structures that drive learner-focused instructional processes when using simulations. The study advocate that central to the success attained with simulation-based lessons was the prospective teachers’ developed TPACK as well as the content-sensitive and interactive affordances offered by PhET simulations, despite acknowledging their inherent limitations as technological tools.

Effect of Problem-based Learning on High School Students' Performance in Solving Simultaneous Linear Equation Word Problems

Emmanuel Odoom — 2024-06-21

Problem-based learning is a student-centered, inquiry-based instructional model in which learners engage with authentic, ill-structured problems that require further research. This study sought to find out the impact of problem-based learning approach to teaching on senior high school students’ performance in solving simultaneous linear equation word problems. The study employed a quasi-experimental research design in which 103 second year science students were randomly sampled from four senior high schools and assigned to a control group (n=51) and an experimental group (n=52). Data were gathered using tests (pre-test and post-test) and analyzed using descriptive and inferential statistics. The study revealed that many SHS students performed poorly in solving word problems involving simultaneous linear equations. This was established from the fact that about ninety-eight (98) of the students representing 95.1%, scored less than half of the total score (100) in the pre-test. However, students that were exposed to Problem-based learning approach of teaching mathematics performed better in the post-test than those taught by the Traditional approach. This suggested that Problem Based Learning has positive effect on students’ performance in solving word problems involving simultaneous linear equations. The study therefore concluded that Problem Based Learning is a more effective approach, which mathematics teachers as well as other subjects’ area teachers need to incorporate into their teaching.

Biology Teachers’ Perception of Impact of Continuous Professional Development Programs in 12-Year Basic Schools in the Kirehe District, Rwanda

1Nepomuscene Hategekimana — 2024-08-30

Continuous professional development (CPD) is crucial for enhancing the teaching profession. Biology teachers have gained knowledge, skills and competencies through CPD programs to improve learning outcomes. This study examined the perceptions of biology teachers regarding CPD programs in 12YBES of Kirehe district, focusing on their views, the barriers they face, and possible solutions. It, therefore, aimed to provide the biology teachers’ perception towards CPD programs, barriers and remedies. A mixed methods approach was applied, involving 20 head teachers and 46 biology teachers from 12YBES. Data were collected using questionnaires, interviews and secondary sources, and analyzed using SPSS. The findings revealed that 94% of biology teachers perceived that CPD programs strengthened their teaching methodology and conseqontly impacted their learners’ biology learning outcomes. However, remarkable barriers were identified including shortage of learning aids (61%) and lab equipment (20%). This study highlighted the importance of CPD but not fully utilized, recommending expanded CPD activities across all sectors to improve learning outcomes.

Attitudes and Metacognitive Awareness as Predictors of Undergraduates’ Algebra Scores

Christopher Owu-Annan — 2024-09-13

Research examining students’ attitudes and awareness of how to learn mathematics and their effect on performance is still inconclusive. The study examined the relationship among first year students’ attitudes towards learning algebra, metacognitive awareness and algebra performance at a university in Ghana. Two inventories were adopted and used to collect data from an intact class of 180 first year mathematics education students. These students' end of semester examination scores in first year algebra were used to indicate their performance in algebra. Data was analysed using descriptive statistics, correlation and linear regression analysis at .05 significance level. On the four subscales of attitude, the result shows significantly weak negative relationships between students’ self-confidence and algebra scores, as well as students’ enjoyment for algebra and algebra scores. Also, there was significant positive relationship between students’ metacognitive awareness in algebra and algebra scores. However, students’ value of algebra and motivation were not statistically related to their algebra scores. The regression analysis indicated that students’ attitude towards the learning of algebra (self-confidence and enjoyment) and metacognitive awareness levels predicted students’ scores in algebra. The findings suggest the need for algebra lecturers to enhance first year students’ metacognitive skills and positive attitudes as bases for boosting performance in algebra. The implication, for lecturers providing orientation to first year students on how to learn to think algebraically in their first lecture, is highlighted.

Empowering Science Education: Unveiling the Potential of Advance Organisers in Fostering Science Process Skills within Cooperative Learning Environments

Shine Apeadido — 2024-09-13

The study explored the effects of incorporating advance organisers within a cooperative learning framework on the acquisition and development of science process skills among students in Integrated Science education at Adugyama Senior High School in the Ashanti Region of Ghana. The study employed a one-group pre-test and post-test design combined with observational qualitative methods. Convenience sampling was utilised to select a sample of the General Art Form 3 class, made up of 44 students. The instruments used to collect data were a class observation checklist, students’ records in assessment, and a scoring rubric. The collected data were analysed qualitatively and quantitatively using descriptive statistics and paired samples t-test. The findings revealed remarkable efficacy, indicating that the cooperative learning framework integrated with advance organisers enhanced students’ engagement, facilitated the acquisition and demonstration of science process skills, and triggered substantial and noteworthy improvements in the development of these vital skills among learners. Educators are therefore recommended to adopt the advance organiser and cooperative learning strategy to foster students’ skill acquisition and development in science education.

Analyzing the Influence of Key Demographic Variables on the Learning Styles of Preservice Science and Non-Science Teachers

Kwaku Darko Amponsah — 2024-09-15

This study investigated the influence of demographic variables such as academic disciplines, gender, and education levels on the learning styles of preservice teachers within the framework of learning styles, specifically focusing on the Visual, Auditory, and Kinaesthetic (VAK) model. Drawing on a diverse body of literature, the research aimed to discern patterns and influences on cognitive development. The primary objective was to analyze the impact of the program of study, gender, and level of education on preservice teachers' learning styles, utilizing a questionnaire-based approach with 376 participants. Statistical methods, including frequencies, percentages and chi-square tests, revealed significant variations in learning styles across different academic disciplines, genders, and education levels. The findings emphasized the mixed nature of these relationships, calling for tailored approaches in teacher training programs that consider individual difference. These findings contribute to understanding the dynamics influencing learning style of preservice science and non-science teachers

Latent Class Analysis of Mathematics/Science Students’ Metacognitive Learning Strategies in College

Eliot Kosi Kumassah — 2024-09-18

Metacognitive learning refers to the process of being aware of and taking control of one's own learning. The effective use of metacognitive learning strategies (MLS) can lead to improved student learning outcomes. It helps student to set SMART goal, monitor their own progress, encouraging students to reflect on their own learning and providing feedback that is specific, constructive, and timely can help students to identify areas where they need to improve. The study focused on mathematics/science student’s metacognition utilization in Colleges of Education in Volta region of Ghana. Of 323 population, 139 were sampled for the study using quantitative exploratory cross – sectional survey design. Twenty – five question items using Metacognitive Learning Utilization Questionnaire (M-LUQ) relating to planning, monitoring, evaluation, self-regulation and comprehension was used for data collection. The latent class analysis (LCA) suggests the three-class solution as the accepted best fitting model, based on statistical fit indicators AIC, BIC, entropy, Gsq, and Chsq. The result revealed that comprehension, monitoring and evaluation were very good, and averagely good respectively utilised by majority while self – regulation and planning were satisfactorily and poorly utilised by students. The variables were tested using one way ANOVA with high, moderate and low-level utilization. There was a statistically significant difference between all three-class based on the mean. The study indicate that comprehension was highly utilized while planning was the lowest utilized component (MLS). Is therefore, recommended student should be supported with metacognitive learning awareness with focus on planning and self-regulation. Other implications of the findings are discussed.