Classroom: Models Made from Local Materials for Teaching Plant and Animal Cells and Solar System

Abstract

In an attempt to find out if simulated teaching-learning materials could effectively fill in the gap for expensively imported science teaching-learning resources, models for teaching plant and animal cells and the solar system were made and tested. The results showed that between 13.33 -50 % of the students obtained distinction when the models were used in teaching whilst no distinction was recorded for students who did not use the models. There were very highly significant differences, (7.11>3.67, p=0.001; 3.09>3.69,p=0.001; and 5.06>3.69,p=0.001) between the means for the control and test experiments for schools A, B, and C, respectively, when the model cells were used. Similarly, the differences between the means of the control and the test experiments for schools A, B, and C, respectively, when the model for the Solar System was used were also very highly significant (4.23>3.69,p=0.001; 6.69>3.69,p=0.001; and 3.73>3.69,p=0.001). Views of teachers introduced to the models suggested that the models would receive acceptance by science teachers.

Keywords: Science teaching, local teaching-learning models, natural sciences, plant and animal cells, solar system, student\'s
performance, adoption, Ghana

Discovery and Innovation Vol. 19 (1) 2007: pp. 60-67