The study investigated factors influencing elective science students' perception of their Biology classroom environment in low and high academic achieving senior secondary schools in the Central Region of Ghana. The cross-sectional survey research design was adopted.Participants were 356 third-year elective science students, selection through a multi-stage sampling technique. Data were obtained using the Biology Classroom Environment Questionnaire (BCEQ). This was after the senior secondary schools that offer elective science program had been categorized into low and high academic achieving schools based on their performance in Senior Secondary School Certificate Examination/West Africa Senior Secondary School Examinations for five years. Two third-year intact classes were randomly selected from four schools under each category. Data analysis includes Factor and Item Analyses, and Multivariate Analysis of Variance. The findings revealed that four factors influence elective science students' perception of their Biology classroom environment. The findings further suggested that elective science students in both school categories had a low perception of their Biology classroom environment but significantly different in favor of the elective science students in low academic achieving schools in teacher support, cooperation, and equity. Implications of the study are discussed and recommendations given.

The study sought to identify the effectiveness of 3E, 5E learning cycle and the conventional approaches in teaching a Biology lesson. The mixed method approach was used for this study. Three science classes in three Senior High Schools were randomly selected. For the quantitative aspect, a pre-test-post-test non-equivalent quasiexperimental design with two experimental groups was used. The qualitative part constituted an interview to find out students' views with regards to the 3E and 5E teaching approaches. The students in the experimental groups were instructed through 3E and 5E learning cycle whilst those in the control group were instructed on the same concept through conventional approach. ANCOVA and independent t-test were used to analyse the data. The results of the study showed that the experimental groups performed better on the post-test as compared to the control group. The results also revealed that the learning cycle approach was more effective in teaching the biology concepts than the conventional approach. The 3E learning cycle was found to be more effective for improving the performance of low achievers. The students exposed to the 3E and 5E approaches showed positive attitudes towards learning cycle when they were interviewed. Teachers should be encouraged to learn and use the learning cycle approach in the teaching and learning process of Biology concepts.

This study investigated the effects of flipped inquiry-based learning approach (FIBL) on chemistry students' academic performance and learning experiences. This study utilized a mixed research methods approach with a quasi-experimental design. A convenient sampling technique was used to identify pre-service teachers studying chemistry at the college of education in Ghana. Quantitative data was obtained using a chemistry academic achievement test and critical thinking skills test. Qualitative data was obtained through a focus group conducted in the experimental class. Results from the quantitative data analysis showed a significant increase in students' academic performance and critical thinking skills in the pre-and post-test scores in experimental classes. Female pre-service teachers performed better with higher scores in chemistry learning outcomes than their male colleagues. In addition, the focus group results showed that students had positive views on learning in the FIBL environment in terms of learning convenience, peer collaboration, conceptual understanding, and learning skills. The study provides insight into flipped and inquiry-based learning as effective pedagogical approaches for delivering chemistry instructions. Overall, the results show that flipped inquiry-based learning is an effective pedagogical approach enabling students to develop learning potentials in chemistry.

No abstract

Investigation was made into students* proficiency at interpreting biological diagrams, an important component of senior secondary school certificate examination (SSSCE) in Biology Paper 2. In all 303 elective biology students, aged between 15 and 24years made up of 159 males and 144 females in urban and rural senior secondary schools were randomly selected for the study. A performance task was the instrument used to determine the interpreting skills of the students. Majority of the students seem not able to interpret biological diagrams. Sex, age and the type of school the students attended were found not to be related to their performance at interpreting biological diagrams. Nevertheless, a greater proportion of females than males exhibited the same level of performance in interpreting biological diagrams. The major implication of the results for science education is that a lot of data interpretation exercises should be included in the teaching of biology.