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Analogy-based Instructional Approach a Panacea to Students’ Performance in Studying Deoxyribonucleic Acid (DNA) Concepts

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  • Y. Ameyaw
  • I. Kyere

Abstract

The purpose of this study is to investigate the use of concept map to enhance academic performance of students in DNA concepts. Quasi experimental design was used for the study. Thirty-nine (39) students from Boakye Tromo Senior High/Technical School, Duayaw Nkwanta in the Brong Ahafo Region of Ghana were purposively selected and used for the study. Molecular Concept Achievement Test (MCAT) was developed, and used for both pre-test and post-test. The reliability coefficient of MCAT was established at 0.87 using Kudder-Richardson formula 20 (KR 20). All the thirty nine (39) students were taught the DNA concepts with conventional lecture-based instructional approach without any analogy for a period of two weeks and then tested to serve as pre-test. They were then exposed to the concepts again using analogy-based instructional approach such as “building a house and bread baking analogies†for another two weeks, tested at the end of the treatment period to serve as post-test. The null hypothesis was tested at p ≤ 0.05 levels using paired sample t-test together with Wilcoxon signed rank test. The study proved that there is a significant difference between the pretest and posttest mean scores of the students in favour of the post test (p

Suggested Citation

  • Y. Ameyaw & I. Kyere, 2018. "Analogy-based Instructional Approach a Panacea to Students’ Performance in Studying Deoxyribonucleic Acid (DNA) Concepts," International Journal of Sciences, Office ijSciences, vol. 7(05), pages 7-13, May.
    • Handle: RePEc:adm:journl:v:7:y:2018:i:5:p:7-13
    DOI: 10.18483/ijSci.1644
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