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All Journal Integrated Science Education Journal Schrödinger: Journal of Physics Education
Asamoah, Yao Donusem
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Comparative Effects of Generative Learning Strategies and 5E Strategies on Pre-Service Teachers’ Achievement of Integrated Science Concepts Asamoah, Yao Donusem; Appiah-Twumasi, Eric; Fiave, John Bosco Kwasi; Mamudu, Daniel
Integrated Science Education Journal Vol 5 No 3 (2024): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v5i3.1002

Abstract

Purpose of the study: This study aims to investigate the comparative effects of generative learning strategy (GLS) and 5E strategy (5E-IS) on the academic achievement of pre-service teachers in integrated science. This study addressed two research questions and test one hypothesis at .05 level of significance. Methodology: The research employed a non-equivalent pre- and post-tests design followed by semi-structured interviews. A sample of 157 pre-service teachers were selected from two intact programmes of study. The main data collection instruments were pre- and post-tests, and interview schedule. Data was analysed using mean scores, adjusted means, percentages and with Analysis of Covariance (ANCOVA). Interview results were analysed using narratives. Main Findings: There was relative improvement in pre-service teachers’ performance taught with GLS and 5E-IS. Moreover, pre-service teachers instructed using generative learning strategies demonstrated superior performance compared to those in 5E strategy group (effect size = 0.32, p = 0.000, < 0.05). The interview data reveals that both generative and 5E strategies were perceived as beneficial and adaptable approaches that enhance understanding, retention, knowledge transfer across various contexts, and ultimately motivating learners throughout the learning process. Novelty/Originality of this study: The effectiveness of GLS and 5E-IS hold significant implications for curriculum design, instructional practices, and teacher preparation programmes. Understanding pedagogical approach which yields superior learning outcomes, enhances retention of scientific concepts, and teacher efficacy is key. Insights from this study may contribute to the on-going discourse surrounding best practices in science education, fostering continuous improvement and innovation in instructional methodologies.
Efficacy of ADDIE Instructional Design in Promoting Conceptual Change in Electronic Concepts at Tano-North Municipality, Ghana Amankwaah, Daniel; Appiah-Twumasi, Eric; Ateko, Kenneth Darko; Asamoah, Yao Donusem
Schrödinger: Journal of Physics Education Vol. 5 No. 3 (2024): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v5i3.1064

Abstract

Purpose of the study: This study sought to determine the efficacy of the ADDIE instructional design in facilitating the conceptual change of senior high school physics students in Tano-North Municipality in Electronics. Methodology: A design-based research (DBR) methodology was adopted using a sample of 101 participants. Data were collected using a 10-item Electronic Concepts Test (ECT). Data were analyzed quantitatively (frequencies, percentages, and Wilcoxon Signed Rank Test) and qualitatively (content analysis). Main Findings: The results revealed that significantly high percentages of students (71.29% to 94.06%) demonstrated misconceptions about electronics concepts. The content analysis of the students' responses revealed various misconceptions, including 'temperature increases conductivity of the conductors' and 'heat increases conductor temperature,' among others. However, there was a significant increase in the percentage of students exhibiting scientific understanding after the intervention (Z = -2.83, p = 0.002, with a large effect size of r = 0.89). Novelty/Originality of this study: While much attention has not been turned to the use of ADDIE instructional design as an instructional approach in physics teaching or, for that matter, the study of electronics, this study has revealed the efficacy of the ADDIE instructional design in promoting students' conceptual change in electronics concepts in the Tano-North Municipality. Based on the results, the researchers recommended the ADDIE instructional design to high school physics teachers in the Tano-North Municipality for teaching and learning electronics concepts.
Co-Authors Amankwaah, Daniel Appiah-Twumasi, Eric Ateko, Kenneth Darko Fiave, John Bosco Kwasi Mamudu, Daniel