AAMUSTED Knowledge Manager

Welcome to the AAMUSTED Knowledge Manager (Institutional Repository), an open access digital archive of scholarly intellectual and research outputs of AAMUSTED. The Knowledge Manager contains and preserves: Theses and Dissertations; Research Articles and Conference Papers; Rare and Special Materials and many other Digital Assets of the University.

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    Assessing the Impact of Flipped Learning Pedagogy on Senior High School Physics Students’ Academic Performance, Retention and the Nature of Feedback: The Case of Electronics Concepts Studies.
    (SARPONG, Veronica, 2024-02) SARPONG, Veronica
    This study aimed at Assessing the Impact of Flipped Learning Pedagogy on Senior High School Physics Students’ Retention and the Nature of Feedback: The case of Electronics concepts studies. The study was carried out in the Old Tafo Municipality in the Ashanti Region of Ghana. The quasi-experimental non-equivalent groups’ pretest /posttest design was used in this study. Two intact classes consisting of 103 SHS 3 Physics students were used for the study. This research employed five instruments in data collection, namely, Electronics Concept Test (ECT), Student Perception SemiStructured Interview Guide (SPSIG), Electronics Difficulty Semi-Structured Interview Guide (EDSIG), Electronics Difficulty Scale (EDS) and Transformed Electronic Concept Test (TECT). The research comprised four research questions and two hypotheses. Descriptive statistics such as mean, standard deviation, normalized mean gain and mean difference were used to answer the research question, while one-way between groups analysis of covariance (one-way ANCOVA) and the Split Plot Analysis of Variance (SPANOVA) were used to test the hypotheses. Results of this study revealed that students had a “very high” level of difficulty in the teaching and learning of Electronics (M= 3.4468, SD=0.22403). It was also found that there was a significant effect of the use of Flipped Classroom Instructional strategy in enhancing SHS Physics students’ academic performance (F (1, 100) = 138.532, p=0.00<0.05; effect size=0.581) and retention (Wilk’s Lambda=0.038, F (3,99) = 830.746, p=0.000<0.05; effect size=0.962) in Electronics. Students expressed in a semi-structured interview that Flipped Learning aided them to better understand Electronics concepts, remain focused to their books and studies and collaborate with their classmates for better studying. It was therefore concluded that using Flipped Learning in the teaching and learning of Electronics was effective in enhancing SHS Physics students’ academic performance and retention. It was recommended amongst others that SHS Physics teachers in Old Tafo Municipality should adopt Flipped Learning in the teaching and learning of Electronics.
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    Effect of Ethnoscience-Based Instructional Approach on the Attitude, Interest and Academic Performance of Senior High Physics Students in Techiman Municipality.
    (SAMPANE, John, 2024-07) SAMPANE, John
    This study investigated the effects of ethnoscience-based instruction on attitude, interest and academic performance of Senior High Physics students in Techiman Municipality. Four research questions and three hypotheses guided the study. The study adopted survey and Quasi- experimental pretest-posttest control group designs. Ten (10) people were randomly selected for the interview in addition to 196 physics students randomly sampled out of 400 total physics students’ population in S.H.S 2. Physics Students Academic Performance Test (PSAPT), Attitude and Interest measurement Questionnaires and Semi-structured interview guide were used to collect data for the study. The PSAPT was tested with a reliability co-efficient r=0.834. The research questions were answered descriptively where the hypotheses were tested using paired samples and Independent Sample t-tests at 0.05 level of significance. The findings revealed that; there was a statistically significant difference in attitude and interest scores of students taught Physics concepts using ethnosciencebased instruction and their counterparts taught same concepts using conventional teaching method in favour of those taught using the ethnoscience-based instruction. Also, there was a significant difference between the academic performance of students taught physics concepts using ethnoscience-based instruction and those taught same concepts using conventional teaching method in favour of those taught using the ethnoscience based instruction. The indigenes outlined some ethnoscience practices that could be adopted into teaching some physics concepts.
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    Problem-Based Learning: An Essential Pedagogy for Enhancing Senior High School Chemistry Students’ Conceptual Understanding of Selected Organic Chemistry Concepts.
    (OWUSU-DENTAAH, Evelyn, 2024-07) OWUSU-DENTAAH, Evelyn
    This research investigates students’ understanding of organic chemistry and evaluate the effectiveness of Problem-Based Learning (PBL) as an essential pedagogy to enhance their grasp of specific organic chemistry concepts. The study involved 100 third-year Senior High School (SHS) chemistry students from two intact classes in the Kwabre East Municipality. A mixed-methods approach, employing the sequential explanatory design, was utilised. It commenced with pre-intervention assessment using a Three Tier Organic Chemistry Concept Test (TTOCCT) to measure students’ understanding before the introduction of PBL. Post-intervention assessment, using the TTOCCT and interview guide, were conducted to assess the intervention’s impact on the students’ understanding. Quantitative data revealed a higher average participant percentage (66.19%) in ‘full understanding’ category compared to pre-intervention (8.06%). However, in ‘partial understanding’, ‘misconception’ and ‘no understanding’ categories, there were relatively higher average participant percentage before the intervention than after the intervention. Students’ perceptions from the interview underscored the effectiveness of PBL in enhancing students’ engagement, fostering collaborative and communication skills, nurturing critical thinking abilities, bolstering problem-solving confidence, as well as reinforcing the application of knowledge. In conclusion, the findings advocate for the integration of PBL as a promising pedagogical strategy to enhance students’ understanding of organic chemistry within the Kwabre East Municipality. Consequently, chemistry educators in the Municipality are encouraged to incorporate PBL into their organic chemistry lessons to enhance students’ understanding of this challenging subject.
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    The Impact of Flipped Learning Pedagogy on the Academic Performance and Attitude of Senior High School Physics Students in Mechanics Concepts.
    (OWUSU, Agyabeng Anthony, 2024-06) OWUSU, Agyabeng Anthony
    The study examined the effect Flipped Learning Pedagogy on SHS Physics students’ performance and attitude on Mechanics concepts in Mampong Municipality, Ashanti Region, Ghana. By adopting the quasi-experimental using pretest and posttest nonequivalent control group design, four intact classes, comprising of 200 SHS 1 physics students were used for the study. Instruments known as Mechanics Concepts Test (MCT), as well as Attitude Towards Mechanics Learning Questionnaire (ATMLQ) were used to gather data for the study. Mean, standard deviation and mean differences were used to answer the research questions, while one-way analysis of covariance (One-Way ANCOVA) was to test hypotheses. The results revealed that students exposed to Flipped Classroom Pedagogy performed better in the Mechanics Concepts Test (MCT) than those taught without Flipped Classroom Pedagogy. Also, there was no gender difference in academic performance on the use of Flipped Classroom Pedagogy. Moreover, students’ attitude towards the teaching and learning of mechanics increased after the use of Flipped Classroom Pedagogy. Based on the results obtained, it was concluded that the use of Flipped Classroom Pedagogy was effective in enhancing SHS Physics students’ academic performance and attitudes in mechanics, as well as bridging the gender gap in academic performance. It was therefore recommended amongst others that physics teachers within Mampong Municipality should be encouraged to use Flipped Classroom Pedagogy to teach Mechanics concepts at the SHS level.
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    Assessing the Effect of the Assure Model on Senior High School Students’ Academic Performance in Genetics.
    (KASIM, Salifu, 2024-01) KASIM, Salifu
    This study examined the effectiveness of the ASSURE instructional design model on SHS biology students' academic performance in genetics concepts. The research design employed was the quasi-experimental pre-test/post-test non-equivalent control group design, with the sequential explanatory mixed method approach. Four (4) intact classes were sampled for this study, consisting of 104 SHS 3 Biology students from the Bawku, Pusiga and Garu Districts in the Upper East Region of Ghana. Three instruments, which were the Genetics Concepts Test (GCT), Attitude Towards Genetics Learning Questionnaire (ATGLQ) and a semi-structured interview guide were used to collect data for the study. An analysis of covariance results found that students taught using the ASSURE model performed better in genetics concepts afterexposure to the intervention than the control group. Also, an independent sample t-test revealed that there was no difference in post-test scores of female students and male students after exposure to the ASSURE model. Moreover, it was found that SHS Biology students demonstrated negative attitudes towards the teaching and learning of genetics before the use of the ASSURE model. Nevertheless, there was an attitudinal change towards the teaching and learning of genetics after the use of the ASSURE model. This was affirmed in the interview that was also conducted where students articulated that using the ASSURE model improved their engagement and interest in teaching and learning of genetics. It was therefore recommended amongst others that biology teachers in the mentioned districts and the rest of theotherdistricts/Municipals/Metropolitans are encouraged to use the ASSURE model to teach genetics at the SHS.