http://hdl.handle.net/123456789/3050 MSE Tue, 14 Apr 2026 23:26:37 GMT 2026-04-14T23:26:37Z http://hdl.handle.net/123456789/12240 Algebra Teaching Knowledge of Basic School Mathematics Teachers Osei, Williams This study is situated on the fact that, teachers’ knowledge of algebra for teaching affects students’ algebra knowledge, hence their general performance in mathematics. In view of this, the algebra teaching knowledge level of basic school mathematics teachers should be monitored to positively affect pupils’ mathematics performance. The study focused on basic school mathematics teachers who obtained their teaching certificates through Distance Education Programmes and those who had theirs from Colleges of Education. The re-conceptualized KAT framework was used to bring to light the algebra teaching knowledge levels of basic school mathematics teachers and also checked if their algebra teaching knowledge improve as their years of teaching experience increases. The study employed an explanatory sequential mixed method research design and used 203 basic school mathematics teachers. The study brought to view that, basic school mathematics teachers from the two groups have fairly satisfactory algebra knowledge for teaching mathematics and needs to be improved. It also revealed that, although they all have fairly satisfactory algebra knowledge for teaching, that of those who obtained their teaching certificates from Colleges of Education is relatively higher than those from Distance Education programmes. The study finally brought to view that, the algebra teaching knowledge of the two groups do not improve significantly as their years of teaching experience increases. In reference to the outcome of the study, it is recommended that, there should be in-service training for basic school mathematics teachers within the study area to enable them improve on their algebra teaching knowledge as their years of teaching experiences increase. xiii, 142p,: ill Sun, 01 Mar 2020 00:00:00 GMT http://hdl.handle.net/123456789/12240 2020-03-01T00:00:00Z http://hdl.handle.net/123456789/12208 Effects of Student Teams Achievement Divisions and Jigsaw Cooperative Learning Strategies on Students’ Learning Outcomes in Electronics Gyawu, Linda This study was based on the premise that students have difficulties and alternative conceptions regarding electronics concepts and that cooperative learning methods could solve these issues. Therefore, this study compared the effects of Student Teams Achievement Divisions (STAD) and Jigsaw cooperative learning models on senior high school students’ learning outcomes in electronics concepts. A total of 103 Form 2 senior high schools in the Cape Coast Metropolis students offering the general science programmes were randomly selected using computer-generated random numbers. The study used a quasi-experimental, pretest-posttest non-equivalent group design, with 41 students from one intact class at one school allocated to the STAD group and 62 students from another school assigned to the Jigsaw group. Both quantitative and qualitative research methodologies were used for data collection. The results showed that students in the Jigsaw group significantly performed better than their STAD counterparts in terms of achievement and conceptual understanding. Moreover, while addressing students' alternative conceptions in electronics, the Jigsaw cooperative learning technique helped students change their conceptions than the STAD method. After using both strategies, students' motivation and attitudes toward studying electronic concepts improved. It was suggested that senior high school teachers adopt STAD and Jigsaw cooperative learning models into their teaching tactics, particularly for complicated areas such as electronics, to improve students’ achievement and understanding. xiii, 162p:, ill. Mon, 01 Jul 2024 00:00:00 GMT http://hdl.handle.net/123456789/12208 2024-07-01T00:00:00Z http://hdl.handle.net/123456789/12207 Effects of Concept Cartoons and Conceptual Change Texts on Senior High School Students’ Understanding of Photosynthesis Gyamenah, Padmore Asamoah This study aimed at exploring the effects of concept cartoons and conceptual change texts instructional approaches on Senior High School Students’ understanding of concepts related to photosynthesis. Using the embedded mixed methods research design, a multi-stage sampling technique was employed to select 113 Form 3 students from three schools in the Jomoro and Ellembele educational districts to participate in the study. One-way analysis of variance (ANOVA), Paired sample t-test, independent sample t-test, Analysis of covariance (ANCOVA) and descriptive statistics were used to analyse data gained on students’ achievements in concepts related to photosynthesis with Photosynthesis Achievement Test and a semi-structured interview as instruments. The results showed that prior to implementing the interventions, the students’ in the groups were at par. There were significant gains in knowledge after the interventions for both control and experimental groups. Furthermore, the gap between low and high achievers could not be bridged for those taught with concept cartoons and conceptual change texts. Students’ initial misconceptions about the concepts related to photosynthesis were changed. The study further revealed that students had positive views about the utility of concept cartoons and conceptual change texts in teaching and learning photosynthesis at the Senior High School level. Based on the findings of the study, it was recommended that concept cartoons and conceptual change texts teaching approaches should be employed in teaching difficult Biology concepts in the Senior High Schools Biology Curriculum. xii, 177p:, ill. Sun, 01 Sep 2024 00:00:00 GMT http://hdl.handle.net/123456789/12207 2024-09-01T00:00:00Z http://hdl.handle.net/123456789/12202 Senior High School Students‟ Conceptual Understanding of Chemical Reactions and Equations of Carbon Compounds Dakora, Edmond The study investigated Senior High School students‟ conceptual understanding of chemical reactions and equations of carbon compounds. The explanatory sequential mixed methods design was used to achieve the purpose of the study. Two-tier achievement test items and an interview were used to collect data from 320 final-year students through a simple random sampling technique. Descriptive statistics specifically, frequencies and percentages were used to analyse the quantitative data gathered and the interview data, that further explained the quantitative data, were analysed thematically. The study revealed that the conceptual understanding of students according to Structure of Observed Learning Outcome (SOLO) Taxonomy on hydrogenation, halogenation, oxidation and hydration reactions and equations is at the unistructural level, of which students scored one aspect of the answer correct. The understanding level of students in esterification reaction was multi-structural, indicating that the students scored partly both tiers correctly. In addition, students have no conceptual understanding (prestructrual level) on equations involving cyclo-compounds and/or writing the chemical formula in equation as they either scored both tiers incorrect or left the question unanswered. The study also identified reasons accounting for the students‟ conceptual understanding of chemical reactions and equations of carbon compounds to be teachers, home, examination reasons and Ghana Education Service rules. The study recommends that teachers should use computer assisted animations in teaching to help students imprint in themselves mental pictures of the reactions and equations. Assessment and evaluation of students‟ achievement in chemical concepts should be done to create conceptual structures for purposeful teaching and learning. Teachers should teach to cover the content as stipulated in the curriculum. xi, 193p:, ill. Sat, 01 Apr 2023 00:00:00 GMT http://hdl.handle.net/123456789/12202 2023-04-01T00:00:00Z