Assessing the Effect of the Assure Model on Senior High School Students’ Academic Performance in Genetics.

Abstract

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.