Effect of Thinking Frames Approach on Students’ Academic Performance in Genetics in Senior High Schools.

Abstract

This study examined the effect of the Thinking Frames Approach (TFA) on Senior High School (SHS) students‟ academic performance in genetics in the Ashanti Region of Ghana. Using a quasi-experimental design, the study involved 200 SHS 3 Biology students, divided into an experimental group (n=104) taught using TFA and a control group (n=96) taught using conventional teaching methods. A sequential explanatory mixed-method approach was employed, with quantitative data collected through pretest and posttest assessments, and qualitative data obtained via semi-structured interviews to explore students‟ views on the TFA. Quantitative data were analysed using non-parametric statistical tests, including the Mann-Whitney U test and Wilcoxon Signed Rank Test, due to violations of normality assumptions. Results revealed that students exposed to the TFA significantly outperformed those in the control group in genetics. Additionally, gender-based comparisons indicated no significant difference in performance, suggesting TFA‟s effectiveness across genders. Qualitative data were analysed using reflexive thematic analysis, which identified key themes such as enhanced understanding, increased engagement, and improved ability to explain genetic concepts. The study concludes that the TFA is an effective pedagogical strategy for improving conceptual understanding in genetics and recommends its integration into biology teaching practices.