Effect of the Immersion, Structuring and Applying Model on Students' Performance and Disposition in Genetics in Senior High Schools.

Abstract

This study investigated the effect of the Immersion, Structuring, and Applying (ISA) model on Senior High School students' academic performance and disposition (perception and attitudes) towards genetics. A sequential explanatory mixed-method design was employed, involving 170 biology students from two public schools in Ghana's Sekyere Central District. Intact classes were assigned to an experimental group (taught with the ISA model) and a control group (taught with traditional methods). Data were collected using a Genetics Concept Test (GCT), a questionnaire, and semi-structured interviews. Quantitative data were analysed with Wilcoxon Signed-Rank and Mann-Whitney U tests, while qualitative data underwent reflexive thematic analysis. Findings revealed a statistically significant improvement in the experimental group's performance (Wilcoxon Z = 7.98, p = .001, r = 0.87), with mean scores rising from 3.1 to 16.4. The ISA group significantly outperformed the control group (U = 516, p = .001, r = -0.74). No significant gender differences were found, indicating the model's inclusivity. Qualitative data showed high levels of student interest, understanding, and motivation. The study concludes that the ISA model is highly effective and gender-inclusive for teaching genetics. It is recommended that the Ghana Education Service integrates the ISA model into in-service teacher training programs and that curriculum developers incorporate its principles into the senior high school biology syllabus.