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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    Impact of Computer Simulation on the Teaching and Learning of Genetics in Senior High Schools in Kwadaso Municipal.
    (OWUSU, Isaac, 2025-11) OWUSU, Isaac
    This study investigated the impact of computer simulations on the teaching and learning of genetics in senior high school students in the Kwadaso Municipality. The study adopted a mixed-methods approach within a quasi-experimental research design, specifically employing the non-equivalent control group pre-test and post-test design. The target population comprised Form Three biology students in public senior high schools in the municipality. Using purposive and simple random sampling techniques, a sample size of 206 students and 2 teachers were selected for the study. Three main instruments were used for data collection: a structured questionnaire to assess students' attitudes, a performance test to evaluate academic achievement, and an interview guide to explore implementation challenges. Data were analyzed using both descriptive and inferential statistics, as well as deductive thematic content analysis. The findings revealed that students exposed to computer simulations demonstrated significantly improved academic performance in genetics compared to those taught using conventional methods. Additionally, students exhibited a generally positive attitude towards the use of computer simulations in learning, appreciating its interactive and visual appeal. However, challenges such as inadequate ICT infrastructure, lack of teacher training, and limited access to simulation tools were also identified. The study concludes that computer simulations can be a highly effective pedagogical tool in genetics education when implemented under the right conditions.
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    Assessing Computational Thinking Skills in Learning Mechanics among Senior High School Students.
    (NELAMOR, Selin, 2025-11) NELAMOR, Selin
    This research explored the computational thinking (CT) abilities of Senior High School (SHS) Physics students in Jaman North District, Ghana, focusing on mechanics concepts like linear motion, circular motion, and projectiles. The study addressed three key questions: (1) the CT skills students exhibited in solving mechanics problems, (2) gender differences in CT self-efficacy, and (3) strategies students used to improve their CT skills. Anchored in Bandura’s Social Cognitive Theory, the study utilised a mixed-methods approach with a convergent parallel design. Data were collected using a mechanics concepts test with a validated rubric, a CT self-efficacy questionnaire, and semi- structured interviews. The sample comprised 156 SHS Physics students (78 males and 78 females) from Jaman North District, assessed for skills in decomposition, pattern recognition, abstraction, and algorithmic thinking, as well as CT self-efficacy. Additionally, 22 students participated in interviews to explore strategies for enhancing CT skills. Findings revealed that students generally had underdeveloped CT skills, particularly in decomposition, pattern recognition, and algorithmic thinking, with abstraction skills being relatively stronger but still weak. Both genders showed low self- efficacy in pattern recognition, abstraction, and algorithmic thinking, with females outperforming males in decomposition and males showing greater confidence in applying CT. Students reported strategies such as focused practice, collaborative learning, resource utilisation, problem structure analysis, and error reflection to improve CT skills. The study recommends incorporating CT-focused teaching methods to enhance problem- solving abilities in Jaman North District’s SHS Physics curriculum.
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    Evaluation of the Effectiveness of Computer Simulations in Enhancing Senior High School Students' Performance of Genetics:
    (MENSAH, Richmond, 2025-09) MENSAH, Richmond
    This study evaluated the effectiveness of computer simulations in enhancing Senior High School students‟ performance of genetics: a case study in the Nzema East Municipality. A quasi-experimental pre-test-post-test non-equivalent group design was used, involving 230 Form Three Biology students from three public Senior High Schools. Data were collected using the Students‟ Knowledge in Genetics Test (SKGT, pre-test, α = 0.79, κ = 0.75) and the Students‟ Achievement in Genetics Test (SAGT, post-test, α = 0.84, κ = 0.64), with Cronbach‟s alpha indicating good reliability for objective items and Cohen‟s Kappa showing substantial to almost perfect inter-rater agreement for essay items. The Mann-Whitney U test revealed that students taught with computer simulations significantly outperformed those taught conventionally (U = 2672.00, z = -7.82, p = 0.001, r = -0.52), demonstrating a large effect size. No significant gender-based differences were found within the simulation group (p = 0.07), suggesting equitable benefits across genders. Qualitative findings highlighted enhanced conceptual understanding, motivation, retention, engagement, and real-life connections to genetics. The study recommends integrating computer simulations into the biology curriculum in Nzema East Municipality and across Ghana to improve academic outcomes and deepen conceptual understanding, offering valuable insights for educational practice and policy.
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    A Comparative Study of Virtual and Real Laboratory Approaches on Senior High School Students’ Conceptual Understanding Of Geometric Optics.
    (KOG, Sorviel Callistus, 2025-11) KOG, Sorviel Callistus
    This study compared the effectiveness of real and virtual laboratories in the teaching and learning of geometric optics on senior high school (SHS) students’ conceptual understanding in the Nandom and Lawra Municipalities of Ghana. Specifically, the study sought to determine the availability of teaching and learning materials for optics, the difference in conceptual understanding between students exposed to real and virtual laboratories, and how students develop conceptual understanding through virtual laboratories. A multi-phase mixed method design was adopted. Data were collected through pre- and post-tests, inventories of teaching and learning resources, and students’ reflections, and analysed using descriptive, inferential, and thematic approaches. The results indicated that schools lacked adequate physical resources for practical optics instruction. Posttest analysis revealed no statistically significant difference between the experimental group (M = 19.55, SD = 3.896) and the control group (M = 19.76, SD = 3.660; t(107) = -0.295, p = 0.768). Both groups showed improvements over the pretest, as students provided accurate explanations with correct terminology, identified normal incidence and matching refractive indices without misconceptions, and constructed appropriate ray diagrams. Thematic analysis revealed five key processes through which virtual laboratories enhanced conceptual understanding: interactive simulations, visual representations, independent exploration, real-time feedback, and increased confidence in applying concepts. It was concluded that both real and virtual laboratories effectively foster conceptual understanding, recommending their complementary use alongside improved laboratory resources, ICT infrastructure, and teacher professional development in Ghanaian SHSs.
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    Effect Of Differentiated Instruction On Senior High School Physics Students’ Practical Performance In Simple Pendulum.
    (ISSAHAKU, Mustapha, 2025-09) ISSAHAKU, Mustapha
    The study examined the effect of differentiated instruction (DI) on the practical performance of Senior High School Students in physics in Ghana with specific reference to the simple pendulum experiment. In the midst of the primacy of practical work in learning in physics, the majority of the students still lack concept understanding, procedural accuracy, and data analysis skills, which reflect negatively in their test performance. Grounded in Constructivist Learning Theory and Vygotsky's Zone of Proximal Development, the study employed a quasi-experimental design with two intact classes. The experimental class (n = 80) received instruction according to their readiness, learning style, and interests, while the control class (n = 80) received instruction via traditional uniform methods (One-size-fits-all instructional approach). Data were collected by means of pre-tests, post-tests, and structured questionnaires on student achievement, learning needs, and attitudes towards DI. Statistical analyses (normality tests and Mann–Whitney U) indicated no differences at pre-test, but at post-test a significant advantage emerged for the experimental group, U = 1691.00, Z = –5.19, p < .001, with a medium-to-large effect size (r = .41). Very positive attitudes towards DI were registered on the part of the students, enjoying practices such as hands-on experimentation, adaptive task difficulty, multimodal presentation, step-by-step guidance, flexible assessment, and immediate feedback. The findings indicate that DI enhances physics practical performance through addressing diverse learning needs, fostering engagement, and bridging the theory–practice gap. The study recommends the integration of DI into teacher training, investment in practical work equipment, and the promotion of student-centred pedagogies in Ghanaian science education, particularly in resource-constrained environments.