The effect of practical work to enhance ninth grade achievement in biology class: The case of diaspora secondary school, Ethiopia

Kelkay, Asrat Dagnew; Sitotaw, Chekula

doi:10.18844/gjgc.v9i3.4253

Cited by 5 publications

(6 citation statements)

References 1 publication

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“…This finding agrees with the studies by Dagnew & Sitotaw and Kambaila & Kayamba that utilising practical activity significantly enhances students' academic performance in Biology [13], [22]. A similar finding was made by Shana and Abulibdeh, who showed through their study that there is a relationship between practical work and the academic attainment of students.…”

Section: Interpretation Of Findingssupporting

confidence: 91%

“…Practical work, often referred to as hands-on, experiential learning, experimental work, or laboratory teaching [13]- [15], has long been recognised as a fundamental component of science education [13]. It represents a pedagogical approach where students actively engage in activities that allow them to explore, experiment, and experience scientific concepts firsthand [14].…”

Section: Introductionmentioning

confidence: 99%

“…Notably, Kusuma and Rusmansyah's study [7] highlighted that those students who lacked exposure to wellstructured practical sessions demonstrated lower proficiency in applying science process skills during assessments. Furthermore, the works of Twahirwa et al [1], Nwuba et al, [4] and Dagnew & Sitotaw [13] highlight the positive impact of practical work on the acquisition of science process skills and subsequent academic performance. The findings revealed a statistically significant improvement in both skill acquisition and academic scores when practical work was effectively integrated into the curriculum.…”

Section: Introductionmentioning

confidence: 99%

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Enhancing Science Process Skills and Academic Performance in Biology: The Impact of Practical Work

Apeadido,

Opoku-Mensah,

Mensah

2024

In. Sci. Ed. J

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Purpose of the study: This study aims to determine whether the use of practical work can enhance General Science students’ science process skills acquisition and academic performance students in biology at Juaben Senior High School in Ghana. The study sought to answer two research questions and test one hypothesis at a 0.05 significance level. Methodology: The study used action research, and the sample consisted of 45 students, selected through convenience sampling. The study used various instruments, including pre- and post-tests, weekly intervention exercises, and scoring rubrics, to collect data. The analysis of the gathered data employed descriptive statistics and a paired sample t-test to reveal and solidify the findings of the study. Main Findings: According to the study’s results, the use of practical work resulted in a steady increase in students’ acquisition of science process skills in each cycle, and all students were able to demonstrate some degree of required science process skills at the post-test level in contrast to the pre-test level. Furthermore, the pre- and post-test outcomes of a paired sample t-test analysis with a 95% confidence level showed a significant improvement in the academic performance of the students, attributed to practical work. Novelty/Originality of this study: This research update confirms the need for practical work in biology education and shows that incorporating it into biology lessons enhances students’ acquisition and development of science process skills, which in turn enhances their academic performance.

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Section: Interpretation Of Findingssupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Enhancing Science Process Skills and Academic Performance in Biology: The Impact of Practical Work

Apeadido,

Opoku-Mensah,

Mensah

2024

In. Sci. Ed. J

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“…In addition, the lesson has its own "hard" framework: its goals, objectives, and content. In this regard, such important of ecological culture as value orientations, a system of norms and rules concerning nature, and, especially, practical skills for studying and preserving the environment, remain unfulfilled (Kelkay & Sitotaw, 2019). As a result, the formation of the environmental competence of students remains difficult to achieve.…”

Section: Discussionmentioning

confidence: 99%

Forming environmental competence in future biology teachers through project tasks

Amantayeva

Karbayeva

Childibayev

et al. 2022

CJES

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The impact of human economic activities on individual natural components or whole geosystems has caused a global environmental crisis and continues to change the surface of the planet beyond recognition. New biospheric thinking is required to overcome the existing threats. For that purpose, the new generation shall possess high ecological culture. The article aimed to examine the problem of formation and development of environmental competence of students based on project technology. The conducted research allowed students to independently identify environmental problems with the help of project technology. Practical development in the form of project tasks contributes to the formation of environmental competence in future biology teachers. The effectiveness of the proposed training technology is confirmed by the results of experimental work. Keywords: environmental awareness; environmental competence; environmental education; didactic conditions; project tasks.

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“…In biology teaching, concepts are of great importance for learning new subjects and associating them with old subjects and providing meaningful learning (Nogerbek et al, 2022). For this reason, concepts should be given a great place in biology teaching and for this, contemporary methods should be used rather than traditional methods (Kelkay and Sitotaw, 2019).…”

Section: Theoretical and Conceptual Frameworkmentioning

confidence: 99%

Features of the formation and development of biophysical concepts among biology students

Orazkul

Saltanat

Aitmaganbet

et al. 2022

CJES

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The purpose of this research; The aim is to get the opinions of biology teachers in determining the formation and development of biophysical concepts among biology students with concept maps. This research is in the case study model, which is one of the qualitative research designs. The participant group of the research consists of 40 biology teachers who are teaching at various high schools in Kazakhstan in the 2021-2022 academic year. The data of the study were collected with a semi-structured interview form created by the researchers. As a result of the research; the vast majority of biology teachers; They stated that they sometimes benefited from concept maps while providing the formation and development of biophysical concepts in their students. Again, the majority of biology teachers; They stated that they often found it necessary to benefit from concept maps while providing the formation and development of biophysical concepts in their students. Biology teachers participating in the research, while providing the formation and development of biophysical concepts in their students, the positive aspects of benefiting from concept maps; They categorized the subject as providing better learning, improving the thought system, establishing relationships between concepts, making the lesson more enjoyable and facilitating the learning of key concepts. While biology teachers participating in the research ensure the formation and development of biophysical concepts in their students, the negative aspects of using concept maps are; They categorized it as difficulty of preparation, not being a very effective method and not appealing to every student. Keywords: Biophysical concepts, concept map, biology teachers

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The effect of practical work to enhance ninth grade achievement in biology class: The case of diaspora secondary school, Ethiopia

Cited by 5 publications

References 1 publication

Enhancing Science Process Skills and Academic Performance in Biology: The Impact of Practical Work

Enhancing Science Process Skills and Academic Performance in Biology: The Impact of Practical Work

Forming environmental competence in future biology teachers through project tasks

Features of the formation and development of biophysical concepts among biology students

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