Addressing the Poor Performance of Ghanaian Junior High School Pupils in selected science concepts through the use of Concepts Cartoons: A Study of Okai-Koi District, Accra

Rosemary Naana Kumi-Manu

doi:10.31686/ijier.vol9.iss9.3352

Authors

Rosemary Naana Kumi-Manu

University of Education

https://orcid.org/0000-0002-4249-0082

DOI:

https://doi.org/10.31686/ijier.vol9.iss9.3352

Keywords:

constructivist learning, concept cartoon, instructional strategy

Abstract

This study explored the use of concept cartoons to enhance the performance of Junior High School pupils in selected science concepts by using pre and post intervention test. Sample comprised 37 Junior High School pupils and one science teacher in Abelemkpe Junior High School in the Greater Accra Region of Ghana. Concept cartoons are instructional tools designed to generate scientific thinking among learners. Adapted to the 5E instructional model, they can be used at any stage of the learning process to facilitate effective learning of scientific concepts. Completed tests based on five selected science concepts were analyzed using the t-test inferential statistics to establish any significance difference between respondents’ mean scores of the pre and post intervention data. Results revealed that the use of concept cartoons to teach the selected science concepts enhanced the pupils’ cognitive achievement. The concept cartoons affected learners’ academic achievement in positive ways. The pupils were able to construct their own knowledge and made meaning of their everyday experiences. Results of the t-test (t (36)=8.41, p=.000), (t (36)=9.38, p=.000), (t(36)=4.85, p=.000), (t(36)=10.58, p=.000) and (t(36)=11.85, p=.000) indicated a significant difference between the mean scores of the pretest and posttest. This implied that the use of concept cartoon had a positive effect on the cognitive achievement of pupils. It is therefore, recommended that JHS integrated science teachers adopt the use of concept cartoons to teach science effectively and to increase the pupils’ motivation to learn science.

Author Biography

Rosemary Naana Kumi-Manu, University of Education

Lecturer, Department of Biology Education

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