EVALUATING THE EFFECTIVENESS OF DEMONSTRATION-CUM-DISCUSSION TEACHING STRATEGY ON STUDENTS’ ACADEMIC ACHIEVEMENT IN SOME ECOLOGICAL CONCEPTS

Authors

  • Ezekiel Akotuko Ayimbila Department of Science, Mathematics and Technology Education, C. K. Tedam University of Technology and Applied Sciences, Navrongo, Ghana
  • Alexander Nii Moi Pappoe Department of Environment and Public Health, School of Natural and Environmental Science, University of Environment and Sustainable Development, Somanya, Ghana

DOI:

https://doi.org/10.46827/ejoe.v6i2.4073

Keywords:

ecology, demonstration-cum-discussion, conventional teaching method

Abstract

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.

Author Biographies

  • Ezekiel Akotuko Ayimbila, Department of Science, Mathematics and Technology Education, C. K. Tedam University of Technology and Applied Sciences, Navrongo, Ghana
    Ezekiel Akotuko Ayimbila holds a certificate in Bacholor of Science in Biology Education as well as Master of Philosophy in Science Education. He is a lecturer with the School of Science, Mathematics and Technology Education at C.K. Tedam University of Technology and Applied Sciences, Navrongo, Ghana. His research interests include teaching and learning science in high Schools and universities.
  • Alexander Nii Moi Pappoe, Department of Environment and Public Health, School of Natural and Environmental Science, University of Environment and Sustainable Development, Somanya, Ghana
    Alexander Nii Moi Pappoe is Associate Professor of Environmental Science. He graduated from the University of Cape Coast with four-year Diploma in Education and four-year B.Sc. (Hons.) in (Zoology/Botany) in 1990, and MPhil (Botany) in 1998. He has thirty years of teaching experience. He taught Biology and Science at three senior high schools, and Biology and Environmental Science at the University of Cape Coast and University of Education, Winneba in Ghana. He is currently teaching at the University of Environment and Sustainable Development, Ghana. Prof Pappoe has supervised teaching practice of many students during their internship. He has also supervised many undergraduate project works and postgraduate research works. Professor Pappoe has attended many workshops and made presentations at conferences, both local and international. He has many published research articles to his credit.

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Published

2021-12-14

Issue

Vol. 6 No. 2 (2021)

Section

Articles

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