Enhancing Students’ Learning Outcomes in Genetics: The use of Generative Learning Strategy.

Abstract

The study investigated the use of the Generative Learning Strategy (GLS) in enhancing students’ learning outcomes in genetic concepts. The study adopted a mixed-methods research design with a sample of 106 SHS 3 Biology students from Sefwi-Wiawso Municipality, Ghana. Two intact classes were randomly selected, treated as one group, and exposed to the same treatment conditions. Two research instruments, the Genetic Concepts Test (GCT) and a semi-structured interview guide, were used to collect the quantitative and qualitative data, respectively. The reliability index of the GCT was 0.784, indicating substantial agreement. The quantitative data were analysed using SPSS version 26 by employing descriptive and inferential statistics through the use of paired-samples t-test and One-Way ANCOVA, and thematic analysis for the qualitative data. The results showed a significant difference in students’ performance in the genetic concepts after GLS use. The study found no significant difference in performance between high and low achievers after using the GLS; however, the GLS seemed to favour the low achievers, as evidenced by the higher mean difference of 16.37 among the low-achievers as compared to the mean difference of 13.00 among the highachievers. Also, the interview results revealed that SHS Biology students perceived that GLS significantly improved their performance, motivation, retention, and self-directed learning of genetic concepts, thereby ultimately enhancing their learning outcomes. Finally, it was recommended that SHS Biology teachers in the Sefwi-Wiawso Municipality employ the Generative Learning Strategy in the teaching and learning of genetics in order to improve SHS Biology students’ academic performance.