IMPROVEMENT OF SENIOR HIGH STUDENTS’ PERFORMANCE IN HEAT TRANSFER USING PRACTICAL ACTIVITIES IN EFFUTU MUNICIPAL, GHANA

Fortune Addo-Wuver, Victor Antwi, Isaac Kwesi Acquah, Desmond Appiah, Michael Gyan, Cynthia Jebuni-Adanu, Peter Opoku

Abstract


This study investigated the integration of practical activities with theoretical lessons to improve students’ academic performance in the concept of heat transfer at A. M. E. Zion Girls’ Senior High School, Winneba, in the Central Region of Ghana. A sample of 50 female home economics students in SHS two was purposefully selected for the study. Questionnaires and test items were the main instruments used to collect data for the study. Students completed pre-intervention and post-intervention tests after using an interactive and hands-on instructional approach as an intervention. A descriptive statistical analysis was used to measure the trends in teaching and learning methods. Statistical differences between students' performance before and after the study were examined using the mean, standard deviation; t-test, mean gain, and effect size analysis to analyse the research questions. Student responses to the questionnaire revealed that 86% of the students understood the concept of heat transfer after the intervention and 94% of the study sample indicated that they would like to see physics lessons integrated with theory and hands-on activities. The average gain between pre- and post-intervention test scores was 3.74, with a p-value of 0.000** demonstrating the success of the intervention process. This study supports the use of instructional tools in the physics classroom and recommends the use of interactive hands-on activities to improve the student's academic performance.

 

Article visualizations:

Hit counter


Keywords


heat transfer; practical activity, theoretical approach, performance

Full Text:

PDF

References


Anderson, I. K. (2006). The relevance of science education: As seen by pupils in Ghanaian junior secondary schools at the University of the Western Cape.

Antwi, V. (2013). Interactive teaching of mechanics in a Ghanaian university context. Faculteit Bètawetenschappen FIsme, Utrecht University.

Antwi, V., Anderson, I., & Sakyi-Hagan, N. (2015). Effect of Computer Assisted Instruction on Students’ Interests and Attitudes in Learning Electricity and Magnetism in a Ghanaian Senior High School. International Journal of Innovative Research and Development, 4(4), 302-315.

Anwer, F. (2019). Activity-Based Teaching, Student Motivation, and Academic Achievement. Journal of Education and Educational Development, 6(1), 154-170.

Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. Routledge.

Council, N. R., Singer, S. R., Nielsen, N. R., & Schweingruber, H. A. (2012). Discipline-based education research: Understanding and improving learning in undergraduate science and engineering. National Academies Press Washington, DC.

Jenkins, E. W., & Nelson, N. (2005). Important but not for me: Students’ attitudes towards secondary school science in England. Research in Science & Technological Education, 23(1), 41-57.

Koballa Jr, T. R., & Glynn, S. M. (2013). Attitudinal and motivational constructs in science learning. In Handbook of research on science education (pp. 89-116). Routledge.

Madhuri, G., Kantamreddi, V., & Prakash Goteti, L. (2012). Promoting higher order thinking skills using inquiry-based learning. European Journal of Engineering Education, 37(2), 117-123.

Maulidah, S. S., & Prima, E. C. (2018). Using Physics Education Technology as Virtual Laboratory in Learning Waves and Sounds. Journal of Science Learning, 1(3), 116-121.

Sakyi-Hagan, N. A., & Hanson, R. (2020). Interactive instructional approaches to teaching Integrated Science and their effect on students' performance: A study in a Ghanaian University Context. African Perspectives of Research in Teaching and Learning, 4, 60-75.

Shapiro, S., & Leopold, L. (2012). A critical role for role-playing pedagogy. TESL Canada Journal, 120-120.




DOI: http://dx.doi.org/10.46827/ejes.v10i9.4997

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Fortune Addo-Wuver, Victor Antwi, Isaac Kwesi Acquah, Desmond Appiah, Michael Gyan, Cynthia Jebuni-Adanu, Peter Opoku

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).