JuniperPublishers | Annals of Reviews & Research

The Impact of Multi-Instructional Approach on Biology Students' Performance in the Teaching and Learning of Men
delian Genetics of Abuakwa State College, Ghana


Authored by Ameyaw Y

This study investigated the impact of Multi-instructional Approach (MIA) on the performance of final year biology students of Abuakwa State College in the East Akim District of the Eastern Region, Ghana. Two biology intact classes were constituted for the study in the chosen school. A pre-test and post-test non-equivalent quasi experimental design was used.The two cohorts assigned as Groups 1 and 2 with a total population of 120 were used for the study. Group '1' was the quasi-experimental group upon which the multi-instructional approach was applied in teaching Mendelian genetics, whereas Group '2', the control group was taught using the Conventional Instructional Approach (CAI). Questionnaire was also used to obtain additional backup data for the analysis. Data gathered from pre- and- post interventional tests and questionnaire were analyzed using SPSS version20.0. The pre-interventional test identified Groups 1 and 2 as having similar conceptual understanding on basic biological concept treated by their teachers. The outcome of the analysis conducted on the post-interventional scores of the two cohorts (experimental and control groups) revealed that the experimental group achieved better performance than the control group. From the results, the null hypotheses (H01 and H02) were rejected because the multi-instructional approach had a significant effect on the performance of the respondents in the experimental group introduced to Mendelian genetics. Hence, the multi-instructional approach is a good teaching and learning approach for facilitating performance of the respondents in Mendelian genetics. Again, the results obtained from the respondents on interest level, difficulty level, and the pace of learning of Mendelian genetics using multi-instructional strategy of the questionnaire items proved agreeable in the responses provided by the respondents.


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