Ezekiel Akotuko Ayimbila, Alexander Nii Moi Pappoe


This study investigated the effectiveness of Demonstration-cum-Discussion teaching strategy on students’ academic achievement in ecological concepts at Navrongo Senior High School, using quasi-experimental design (pretest, posttest non-equivalent approach). The sample comprised of 75 Form Two General Science Gold Track (control group of 29 males and 10 females) and Green Track (experimental group of 21 males and 15 females) students. The experimental group and control groups were taught using Demonstration-cum-Discussion teaching strategy and Conventional Teaching Method respectively. The test-retest reliability coefficient of the instrument was found to be 0.78. The pretest scores revealed that the students were homogeneous in terms of academic achievement (Mean = (22.19, 21.46) t-value = 0.87, p-value = 0.39, p > 0.05). The posttest results of the experimental group were significantly higher than the control group (Mean = (48.19, 38.71) t-value = 12.43, p-value = 0.000, p < 0.05). There was no significant difference in the achievement of male and female students in the experimental group for both pretest (Mean = (23.24, 21.33) t-value = 1.43, p-value = 0.20, p > 0.05) and posttest (Mean = (48.52, 47.73) t-value = 0.53, p-value = 0.59, p > 0.05). This study recommended that Biology teachers at Navrongo Senior High School should be encouraged to teach the concept of Ecology using demonstration-cum-discussion in order to enhance the conceptual understanding and academic achievement of students.

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DOI: http://dx.doi.org/10.46827/ejoe.v6i2.4073


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