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

Tue, 20 Feb 2024 00:00:00 +0000

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, Claude Karegeya, Jean Baptiste Nkurunziza, Ruth Ntihabose — Fri, 24 May 2024 00:00:00 +0000

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, Eric Appiah-Twumasi, Kenneth Darko Ateko, Simon Tanko — Thu, 30 May 2024 00:00:00 +0000

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 — Mon, 10 Jun 2024 00:00:00 +0000

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

Odoom Emmanuel, Damian Kofi Mereku, Matilda Sarpong Adusei — Fri, 21 Jun 2024 00:00:00 +0000

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.