Agyei, Charles Amoah (2022) Effect of Context-Based and Conventional Teaching Approaches on Students’ Achievement in Genetics. British Journal of Education, 10 (11). pp. 121-139. ISSN 2054-6351(Print),2054-636X (Online)
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Abstract
The purpose of the study was to investigate the effect of context-based and conventional approach in genetics. The explanatory sequential mixed-methods approach was used in this study. Multi-staged sampling was used to select the sample for the study. In all, 205 learners participated in the study. The experimental group (those taught with context-based approach) were 107 learners and the control group (those taught with the conventional approach) were 98 learners. Genetic content knowledge test (GCKT) and focus group interview were the instruments used to collect data for the study. The results indicate that students in the context-based approach outperformed those in the conventional approach. The experimental group's students seemed to like the teaching approaches adopted. However, the control group did not like the teaching method adopted. It is recommended that biology teachers teaching genetics must use context-based teaching approach since it has been proven to be effective in improving students’ performance in genetics.
| Item Type: | Article |
|---|---|
| Subjects: | L Education > L Education (General) |
| Depositing User: | Professor Mark T. Owen |
| Date Deposited: | 18 Sep 2022 13:13 |
| Last Modified: | 18 Sep 2022 13:13 |
| URI: | https://tudr.org/id/eprint/982 |
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