Making primary school science education more practical through appropriate interactive instructional resources: A case study of Ghana

Yeboah, Rita; Abonyi, Usman Kojo; Luguterah, Austin Wontepaga

doi:10.1080/2331186x.2019.1611033

Cited by 9 publications

(7 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Effective teachers seek to improve the performance of all students. The conventional approach, which has characterised classroom instruction in Ghana (Yeboah et al, 2019) has been found to consistently improve the performance of high achievers leading to an increasing achievement gap between students. The REACT strategy, being a constructivist approach with its associated elements of cooperation and collaboration, was anticipated to possess the ability to prop up the achievements of the low achievers.…”

Section: Discussionmentioning

confidence: 99%

Effect of the REACT strategy on senior high school students’ achievement in molecular genetics

Quainoo

Otami

Owusu

2021

LUMAT

View full text Add to dashboard Cite

Molecular genetics, a key concept in biology, is found to be very difficult for students at the senior high school level. A situation largely blamed on teachers' instructional approaches. Since the Relating, Experiencing, Applying, Cooperating and Transferring (REACT) strategy is reported to be an effective pedagogical approach for improving students' understanding of science concepts, in this paper, we sought to explore its effectiveness on Senior High School students' achievement in molecular genetics in Ghana. To do this, the embedded mixed methods research design was employed. Two intact biology classes selected through simple random sampling were assigned as experimental and control groups and taught with the REACT strategy and the conventional approach respectively. Quantitative data were obtained with pre-test-post-test control group design and analysed with Independent sample t-test and ANOVA. The qualitative data on students’ perception of learning with the REACT strategy was obtained through interviews and analysed thematically. The findings showed that the REACT strategy was more effective for teaching molecular genetic compared with the conventional approach. Although REACT could not bridge the gap between low and high achievers in that group, the performance of low achievers in the REACT group was at par with high achievers in the conventional group. Students perceived the opportunity to search and share information as well as relate new concepts to prior learning provided by the REACT strategy to have facilitated their understanding of concepts in molecular genetics. It is recommended that biology teachers use the REACT strategy to teach concepts students find problematic.

show abstract

Section: Discussionmentioning

confidence: 99%

Effect of the REACT strategy on senior high school students’ achievement in molecular genetics

Quainoo

Otami

Owusu

2021

LUMAT

View full text Add to dashboard Cite

show abstract

“…The implementation on a limited scale trial showed that students needed instructions for using the comic in order to help them understand the purpose of making the teaching material (Aina, 2013;Yeboah et al, 2019). The students liked and enjoyed this comic very much, with the use of comics can make learning activities more fun and students are more actively engaged in learning to build knowledge and character (Suryatin & Sugiman, 2019).…”

Section: Figure 2 Comics Cover and Stripmentioning

confidence: 99%

The Development of Mathematics Comic Containing Pancasila Values to Develop Character of Elementary School Students: A Case Study of Indonesia

Ahmadi

Rochmad

Lestari

et al. 2021

jiecr

View full text Add to dashboard Cite

The present research focuses on developing mathematics comic as a teaching material that integrates the moral value of discipline and hard work for elementary school students. This character-building comic development method was made based on the ADDIE model, which includes analysis, design, development, implementation, and evaluation. Twenty-nine grade four students were recruited as samples, consisting of a small group of students in the limited trial group and a big group of students in the field trial group. The data collection technique used was a questionnaire. The development of mathematics comic teaching material containing discipline and hard work character-building has successfully resulted in a comic that met the feasibility standards. The field trial showed a significant increase of 0.76 and 0.74 in students’ character development in terms of discipline and hard work, respectively. The results indicate the effectiveness of mathematics comics in instilling Pancasila moral values in elementary mathematics teaching in Indonesia.

show abstract

“…Improvised teaching and learning models serve as low-cost goods developed from materials such as plastics, cardboard and tin cans, to name but a few (Akuma & Callaghan, 2016;Holdhus et al, 2016). Yeboah, Abonyi and Luguterah (2019) share a similar understanding of improvised teaching and learning models. They refer to them as teaching models created from local and readily available resources due to the unavailability of original teaching models.…”

Section: Conceptualising the Process Of Improvisation In The Context Of Initial Teacher Educationmentioning

confidence: 99%

The Development and Use of Improvised Science-Teaching Models: A Case of Natural Science Pre-Service Teachers

Botes

2021

IJLTER

View full text Add to dashboard Cite

The study aimed to describe how a team of final-year pre-service teachers followed the process of improvisation to develop and utilise improvised science-teaching models during a teaching practicum experience. Guided by a conceptual understanding of the process of improvisation, this purposeful qualitative case study sought to respond to a series of research questions. These research questions are: “What are the issues that necessitate the need to develop science-teaching models for a teaching practicum experience?”, “How could the process of improvisation enable Natural Science pre-service teachers to develop improvised science-teaching models for a teaching practicum experience?” and “To what extent do the Natural Science pre-service teachers utilise the improvised science-teaching models in their teaching practicum?” Data collection methods such as spontaneous free-response e-mail communications, a focus-group discussion, and the use of photo-voice methodology yielded rich empirical data. The findings revealed how the Natural Science pre-service teachers ultimately engaged with the improvisation principles to develop improvised science-teaching models from low-cost and recycled materials. The paper further describes how the improvised science-teaching models were introduced in the pre-service teachers’ Natural Science lesson delivery as part of a model-based teaching approach. Findings from the study suggest that initial teacher education programs render environmental and contextual consciousness in shaping pre-service teachers for the diverse schooling contexts. The study further suggests that initial teacher education programs be intentional towards structuring module course material to make the skill of improvisation accessible to pre-service teachers as part of their teacher development.

show abstract

Making primary school science education more practical through appropriate interactive instructional resources: A case study of Ghana

Cited by 9 publications

References 3 publications

Effect of the REACT strategy on senior high school students’ achievement in molecular genetics

Effect of the REACT strategy on senior high school students’ achievement in molecular genetics

The Development of Mathematics Comic Containing Pancasila Values to Develop Character of Elementary School Students: A Case Study of Indonesia

The Development and Use of Improvised Science-Teaching Models: A Case of Natural Science Pre-Service Teachers

Contact Info

Product

Resources

About