Mathematics education

Effects of Contextual Teaching Strategy and Learning Cycle on Secondary School Students‘ Biology Outcomes

Sun, 01 Jun 2025 00:00:00 GMT

Effects of Contextual Teaching Strategy and Learning Cycle on Secondary School Students‘ Biology Outcomes Melesse, Daniel Enhancing students‘ interest in biology and academic success necessitates the adoption of effective teaching methods. This research investigated the effect of a context-based instructional approach with the five stages of the learning cycle (engage, explore, explain, elaborate, evaluate) on biology learning among secondary school students in Dessie City Administration, North-Central Ethiopia. Using a quasi-experimental design with pre- and posttests, the study employed an embedded mixed-methods research approach. Two sample schools were selected and a class from each of the schools was randomly allocated to the experimental group or the comparison group. The experimental group studied environmental contents through context-based instructional approach with the five stages of the learning cycle, while the comparison group received instruction using conventional instructional approach for five weeks. Assessment tools included achievement tests, science process skills evaluations, and motivation surveys, administered as pretest s and posttests. Qualitative data were gathered through classroom observations and student interviews. Quantitative analyses employed independent and paired samples t-tests, as well as ANCOVA, while qualitative data were analyzed thematically. The study found that the context-based instructional approach was significantly improved academic achievement, basic and integrated science process skills, and motivation compared to conventional methods (F-values range from 47.86 to 314.13, all p < 0.001). Interestingly, no significant gender differences in posttest scores or motivation levels were identified within the experimental group. Overall, the context- based approach with the five stages of the learning cycle was more effective than conventional instructional approach in terms of improving the learning achievement and motivation of students in biology education. Furthermore, its impact was gender-neutral. Based on these findings, the use of this approach by biology teachers and curriculum developers is recommended to achieve improved student learning outcomes and motivation in biology. Additional studies must investigate the effectiveness of context- based methods at other grade levels and in varying contexts

Effect Of Multimedia And Dynamic Classroom Integrated Instructions On Students’ Academic Performance In Biology: The Case Of Secondary Schools In Bahir Dar City

Sun, 01 Dec 2024 00:00:00 GMT

Effect Of Multimedia And Dynamic Classroom Integrated Instructions On Students’ Academic Performance In Biology: The Case Of Secondary Schools In Bahir Dar City Mersha, Minwuyelet Kassa Diversity-related challenges in the classroom and the abstract nature of some of the biological concepts present significant challenges to achieving educational objectives. This study investigated the effect of multimedia and dynamic classroom integrated instruction (DCII) on secondary school students‘ academic performance in respiration and photosynthesis in Bahir Dar City, Ethiopia. A non-equivalent, quasi-experimental design with a concurrent embedded mixed-methods research approach was employed. Data were collected using self-constructed Biology Achievement Tests (BAT), a standard learning style indicator (visual, auditory, and kinesthetic (VAK)), a Biology Multimedia Attitude Test (BMA), a checklist for classroom observation, and focus group discussions (FGD). Before the intervention, a pretest was conducted to assess whether the experimental and comparison groups were comparable. The results revealed no significant differences in BAT (t (92) =-.248, p = 0.804) and BMA (t (92) =1.037, p = 0.302) between the experimental and the comparison groups before the intervention. Then, after eight weeks of intervention, the results revealed a statistically significant difference in posttest mean scores between the experimental and comparison groups (t (92) = 5.39, p = 0.000), and between the pretest and posttests (t (47) = -17.461, p = 0.000) in the trial group. It indicated that the experimental groups who were taught using multimedia and DCII had higher mean biology achievement scores than the comparison group that was taught using conventional teaching strategies. The two-way ANOVA results indicated that instructional strategy, achiever level, and the interaction effect of these two significantly affected achievements (P<0.05). The achievement level of low, medium, and high achievers was aligned with their background educational status. However, in the posttest, the lower achiever learners increased by 160.5% mean gain score, which is higher than the medium (144.55%) and higher (112.88%) achiever levels, indicating that lower achiever learners benefited more from multimedia and DCII in terms of percentage mean gain scores. From the trial participants, the visual learning style was found to be the most preferred, and the Repeated Measure Analysis of Variance showed no significant difference in mean scores between the VAK learning style groups (F (2,45) = 1.66, p= 0.201), regardless of time, and did not interact with each other (F (1,45) = .463, P = 0.652). The perception of learning respiration and photosynthesis through multimedia and DCII improved in the trial group after the treatment. The results also revealed a statistically significant difference in concept retention between the groups taught using multimedia and

Effect of the Seven-Phase Learning Cycle Model Integrated with Computer Animation on Students' Biology Learning in Secondary Schools of Metekel Zone, Northwest Ethiopia B

Mon, 01 Jul 2024 00:00:00 GMT

Effect of the Seven-Phase Learning Cycle Model Integrated with Computer Animation on Students' Biology Learning in Secondary Schools of Metekel Zone, Northwest Ethiopia B Berie, Zeleke Several studies have shown that student-centered instructional methods integrated with technology are effective in learning science, including biology. Therefore, this study aimed to investigate the effect of the 7E learning cycle model integrated with computer animation on students‘ conceptual understanding, misconceptions, science process skills, and attitudes towards biology, particularly on the topic of ―food making and growth in plants‖ in Metekel secondary schools, Ethiopia. To achieve this aim, a mixed research approach was applied, using a non-equivalent pretest, multiple treatments, and a posttest control group quasi experimental research design. The study was carried out in three purposively selected schools , each with one class and teacher assigned as treatment group 1(TG1), treatment group 2(TG2), and comparison group (CG) randomly. 51, 48, and 52 students were involved in TG1, TG2, and CG, respectively. The groups were taught about food making and plant growth for two months using the 7E learning cycle model integrated with computer animation (7E LCM with CA), the 7E learning cycle model alone (7E LCM), and conventional instructional methods (CIM), respectively. A two-tier conceptual understanding multiple-choice test, the Attitude Scale toward Biology, the Science Process Skill Test, and semi-structured interviews were used as the research instruments. The ANOVA analysis revealed that there were no significant differences in conceptual understanding, misconceptions, attitude towards biology, and science process skill before the intervention among the groups and genders. However, a MANOVA result revealed significant differences in mean scores between groups in conceptual understanding, misconceptions, attitude towards biology, and science process skills after the intervention. Specifically, TG 1 students had better scores than TG 2 and CG in conceptual understanding, misconceptions, attitude towards biology, and science process after the intervention. The results of the interview also confirmed these findings in relation to conceptual understanding and misconceptions. However, the MANOVA result indicated that there was no statistically significant mean difference between male and female students in conceptual understanding, misconceptions, attitude towards biology, and science process after the intervention. The study concluded that the 7E LCM integrated with CA is a more effective instructional approach for improving students‘ conceptual understanding, attitude towards biology and science process skills, and minimizing misconceptions than other instructional methods. Therefore, it is recommended that educational policymakers, curriculum planners, teachers, and other stakeholders consider implementing the 7E learning model integrated with computer animation instruction to improve students‘ biology conceptual understanding, attitude toward biology and science process skills, and minimize misconceptions

Effect of Simulation and Animation-Integrated Instruction on Pre-Service Science Teacher Trainees’ Conceptual understanding and Motivation in Acid-Base Chemistry and Stoichiometry Learning

Wed, 01 May 2024 00:00:00 GMT

Effect of Simulation and Animation-Integrated Instruction on Pre-Service Science Teacher Trainees’ Conceptual understanding and Motivation in Acid-Base Chemistry and Stoichiometry Learning Desalegn, Eshetu This study aimed to investigate the effect of simulation and animation-integrated instructions (SAII) on pre-service science teacher trainees' conceptual understanding, motivation, and retention capability on acid-base chemistry and stoichiometry Learning. Quantitative-led partial mixed-method research was conducted. The quantitative part of the study used a pre-post-delayed quasi experimental design, while the qualitative part employed a thematic analysis design. Two intact classes with similar characteristics were used for the comprehensive sampling technique. The classes were randomly assigned to a treatment group (TG) and a comparison group (CG). Data on conceptual understanding and retention were collected using Acid-Base Chemistry and Stoichiometry Conceptual Understanding two-tier multiple-choice Test (ABSCUT). Data on motivation was collected using the mixed Chemistry Motivation Questionnaire (CMQ). The quantitative data were analyzed by independent sample t-test and ANCOVA, while the qualitative data was analyzed using a thematic analysis approach. The independent sample t-test was used to analyze conceptual understanding and motivation while ANCOVA was used to analyze delayed test after the intervention. The gain mean analysis result showed that a statistically significant difference between the two groups in conceptual understanding, in favor of the TG. Analysis for motivation indicated statistical significant difference between, in favor of the TG. The qualitative analysis also implied that most of the trainees in the TG showed higher motivation than the CG toward learning chemistry. The effects of SAII between male and female trainees in the TG showed no statistically significant difference in conceptual understanding, however, a statistically significant difference observed in terms of motivation in the TG. The ANCOVA results in the delayed-test analysis showed that the TG had higher retention than the CG. Based on the results, this study recommends that chemistry curriculum experts, chemistry curricular materials developers, and practitioners consider applying SAII for the teaching-learning process of chemistry in general and acid-base chemistry and stoichiometry in particular to enhance trainees‘ conceptual understanding, retention, and motivation to learn