Effect of Context-Based Approach on Students’ Academic Performance in Ecology in Senior High Schools.

Abstract

This study investigated the effectiveness of context-based teaching and learning approach on the academic performance of Senior High School students in Ecology across the Atwima Nwabiagya North and South, and Kwadaso Municipalities of the Ashanti Region, Ghana. A sequential explanatory mixed-method design was employed. The study involved a sample of 187 Senior High School Form 2 (SHS 2) elective Biology students, randomly selected from four public Senior High Schools. The research was guided by three research questions. Data were collected using the Ecology Performance Test (EPT) developed by the researcher and an interview guide. The collected data were analysed using mean, standard deviation, and independent sample t-tests at a 0.05 level of significance. The focus group/interview data were transcribed and analysed with Braun and Clarke‘s Thematic Analysis. The results showed that students taught Ecology with the context-based approach performed better than those taught using the conventional approach. Additionally, no significant difference was found between the academic performance of male and female students, indicating that gender does not influence performance in Ecology. The study also explored students‘ views and found that the context-based teaching approach significantly enhanced student engagement. The use of real-life examples and scenarios made lessons more relatable and engaging, which led to increased participation and enthusiasm. Based on these findings, this study recommends that SHS Biology teachers enhance their skills in linking lessons to real-world experiences by using local, real-life objects as teaching aids. Training programs, workshops, and seminars should be organized to equip the teachers with the knowledge and skills needed to implement context-based teaching approaches to improve students‘ performance in Ecology in Biology.