DMSE http://hdl.handle.net/123456789/7992 2026-04-14T23:10:10Z 2026-04-14T23:10:10Z Adu-Gyamfi, Kenneth http://hdl.handle.net/123456789/8129 2022-04-04T14:49:34Z 2014-01-01T00:00:00Z

Using the Activity Method to Enhance Students’ Performance in Energy Transformation Adu-Gyamfi, Kenneth The study sought to investigate the effects of Activity Method (AM) on 53 Junior High School students’ performance in energy transformation at the Sekyere South District of the Ashanti Region of Ghana. The study investigated the comparative efficiency of the AM and the traditional lecture method in energy transformation in Integrated Science. A pretest-posttest action research design was used as the main design for the study. The students from the experimental group were taught with the AM whereas the students from the control group were taught with the traditional lecture method. Means, standard deviations, and Mann-Whitney U tests were used to analyze the scores from the pretest and posttest scores of the students. The findings from the study show that the students from the experimental group performed creditably well than the students from the control in the posttest. Hence, the AM enhanced the performance of the students in energy transformation. 12p:, ill.

2014-01-01T00:00:00Z Abreh, Might Kojo Owusu, Kofi Acheaw Amedahe, Francis Kodzo http://hdl.handle.net/123456789/8128 2022-04-04T14:40:42Z 2018-01-01T00:00:00Z

Trends in Performance of WASSCE Candidates in the Science and Mathematics in Ghana: Perceived Contributing Factors and the Way Forward Abreh, Might Kojo; Owusu, Kofi Acheaw; Amedahe, Francis Kodzo The trends in students’ performance in science and mathematics at secondary school level were examined within a decade-long interval in Ghana. Using West African Examinations Council (WAEC) data from approximately 20% of schools countrywide, it was observed that the results did not provide a definitive pattern. Factors such as teachers’ inability to complete between 50% and 75% of the curricula, insufficient-time to enact and complete the curriculum, lack of enough qualified teachers, and use of poor teaching approaches accounted for the trends. This study in Ghana has implications in teacher recruitment deployment in general as well as duration of secondary education globally to examine their efficacy. 11p:, ill.

2018-01-01T00:00:00Z Adu-Gyamfi, Kenneth Ampiah, Joseph Ghartey Appiah, Joseph Yaw http://hdl.handle.net/123456789/8127 2022-04-04T14:26:45Z 2017-08-01T00:00:00Z

Students’ Difficulties in IUPAC Naming of Organic Compounds Adu-Gyamfi, Kenneth; Ampiah, Joseph Ghartey; Appiah, Joseph Yaw This paper reports on a study that diagnosed the difficulties of chemistry students in using IUPAC nomenclature to name organic compounds. This was done by determining the knowledge level of students in IUPAC nomenclature of organic compounds. Students at the senior high school (SHS) level were involved in the study. A cross-sectional survey that employs mixed method approached provided the study with both quantitative and qualitative data. In all, 245 SHS4 chemistry students selected from four out of 18 schools who offered elective science for 2010/2011 academic year in the Kumasi Metropolis were involved in the study. An achievement test and interview were the main instruments for the data collection. The results from the study showed that students had difficulties in naming structural formulae of branched- and substituted-chains of alkanes and alkenes, geometrical isomers, dienes, unbranched alkynes, primary and tertiary alkanols, diols, alkanoic acids, and alkyl alkanoates. Chemistry students’ difficulties in IUPAC naming of organic compounds included their inability to identify the correct number of carbon atoms in the parent chain, and to identify a substituent or functional group. 29p:, ill.

2017-08-01T00:00:00Z Adu-Gyamfi, Kenneth Ampiah, Joseph Ghartey http://hdl.handle.net/123456789/8126 2022-04-04T14:20:04Z 2019-06-01T00:00:00Z

Students’ Alternative Conceptions Associated with Application of Redox Reactions in Everyday Life Adu-Gyamfi, Kenneth; Ampiah, Joseph Ghartey The study explored chemistry students’ alternative conceptions associated with application of the processes of oxidation and reduction in real life context. As part of a design-based research approach, a case-study design was followed. Purposive and convenient sampling procedures were employed to select 213 senior high school students to respond to a diagnostic test. Data obtained were analysed using item difficult index, percentages, and themes. The results showed that alternative conceptions existed as preconceived notions, conceptual misunderstanding, and factual misconceptions. It is recommended that chemistry educators should select most appropriate instructional strategies to unearth and address alternative conceptions students may bring to the classroom. 10p:, ill.

2019-06-01T00:00:00Z