Adu-Gyamfi, Kenneth
3 Publications in AERD
Author Publications
Export PDFTeachers' Perspective of Effective Use of Teaching and Learning Materials in Basic School Integrated Science Lessons
By Osei-Himah, Valentina
Teaching and Learning of science in basic school is recommended to be interactive in enhancing students' conceptual understanding. For science lessons, the importance of teaching and learning materials (TLM) cannot be overemphasized. This research explored perceived effective use of TLM in science lessons among teachers categorised as; supervisors, mentors, and mentees in teacher education on three factors. Using a cross-sectional survey design, 252 teachers were selected through multi-face sampling techniques to respond to a 40-item questionnaire. The responses obtained were analysed using exploratory factor analysis and one-way ANOVA. It was revealed that there were no differences existed between supervisors, mentees, and mentors on the effective use of TLM in science lessons. Implications of the findings of the research for science teacher preparation and policy are discussed. © 2022. All Rights Reserved.
INTERACTION EFFECT OF GENDER, ACROSS SCHOOL-TYPE ON UPPER-SECONDARY STUDENTS' DEVELOPMENT OF EXPERIMENTAL REASONING ON ORGANIC QUALITATIVE ANALYSIS
By Adu-Gyamfi, Kenneth
Chemical tests (qualitative analysis) on functional groups may improve students' understanding of basic concepts about the structure of organic compounds and their reactivity. However, upper-secondary school students have difficulties in learning organic qualitative analysis. This research has studied whether the gender of students and school-type affect development of experimental reasoning on organic qualitative analysis. From three school-types, 50.2% males and 49.8% females were sampled through a multistage sampling procedure and participated in a cross-sectional survey. Data from 263 students were collected with the aid of diagnostic test on knowledge of organic qualitative analysis. A two-way between-groups ANOVA and independentsamples t-test were used to analyse the data. It was found no interaction effect of gender and school-type on students' development of experimental reasoning on organic qualitative analysis.
GENDER VARIATIONS FAVOURING MALE STUDENTS IN PERCEIVED NATURE OF LEARNING MOLE CONCEPT
By Adu-Gyamfi, Kenneth
A good number of instructional strategies are identified to help students overcome their learning difficulties in the mole concept. However, Ghanaian senior high school students continue to have difficulties in the mole concept. Hence, there was the need to examine the perceived nature of learning the mole concept in the perspectives of male and female students. An explanatory sequential mixed methods design was adopted to collect quantitative and qualitative data. The students, selected through a multistage sampling procedure from four schools, responded to questionnaire and interview guide. Through independent-samples t-test statistics it was established that though students were full of uncertainty about the perceived nature of the mole concept that of males differed from their female counterparts. Hence, chemistry teachers should create learning environment conducive enough for male and female students to overcome their uncertainty in the mole concept.
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