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
Keywords:constructivist learning, concept cartoon, instructional strategy
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.
Adu-Gyamfi, K. (2016). Improving chemistry pupils’ conception of redox reaction. Unpublished master’s thesis. University of Cape coast
Asmah, J. K. (2016). Developing a model for teaching practical skill in titration in public schools in the KEEA municipality of the central region. Unpublished master’s
thesis. University of Education, Winneba
Azure, J. A. (2015). Senior High School students’ view on the teaching and learning of integrated science in Ghana. Journal of Science Education and Research, 1(2), 49-61
Balım, A.G., Inel, D. & Evrekli, E. (2008). The effects the using of concept cartoons in science education on pupils’ academic achievements and enquiry learning skill perceptions. Elementary Education Online. 7(1), 188-202.
Baure, R. R. (2015). The state and quality of science teaching and learning in the
Sunyani municipality. Unpublished master’s thesis. University of Education, Winneba
Burns, R. B. (2000). Introduction to research methods. 4th ed, SAGE Publications, London.
Bybee, R.W., Taylor, J.A., Gardner A., Scotter, P.V., Powell, J.C., Westbrook, A. &
Landes, N. (2006). The BSCS 5e instructional model: Origins and
effectiveness. Office of Science Education National Institutes of Health. 1-80.
Chin, C. & Teou, L. (2008). Using concept cartoons in formative assessment: scaffolding DOI: https://doi.org/10.1080/09500690801953179
pupils’ argumentation, International Journal of Science Education. 1-26
Eminah, J. K. (2007). The alignment of JHS science curriculum intentions and classroom
practice in Ghana. Journal of Development Alternatives and Area Studies. 26
Feasey, R. (2007). Primary science for teaching assistant. New York: Routledge. DOI: https://doi.org/10.4324/9780203931790
Hatzitaskos, M., & Karacapilidis, N. (2010). Fostering learning through the use of
argumentative serious games. In A. Villafiorita, R. Saint-Paul, & A. zorer (Eds),
E-infrastructure and e-services on developing countries (pp.1-10). Germany,
İngeç, Ş. K. (2008). Use of concept cartoons as an assessment tool in physics education.
US-China Education Review. 5 (11): 47-54.
İngeç, Ş. K., Yıldız, İ., & Ünlü, P. (2006). Identification of misconception about uniform
circular motion by the use of concept cartoons, VII. National Science and
Mathematics Education Conference, September 6-8, Ankara, Turkey.
Johnson, B., & Christensen, L. (2008). Educational research: Quantitative, qualitative and mixed
approaches. Sage Publication
Kabapinar, F. (2005). Effectiveness of teaching via concept cartoons from the point of view of constructivist approach. Educational Sciences: Theory and Practice. 5(1):135-146 http://cimm.ucr.ac.cr/ojs/index.php/eudoxus/article/view/136/137
Keller, S. & Conradin, K. (2018). Semi-structured interview. http://www.sswm.info/planning-and-programming/decision-making/gathering-ideas/semi-structured-interviews
Keogh, B., Naylor, S. (1999). Concept cartoons, teaching and learning in science: An evaluation. International Journal of Science Education, 21(4): 431-446. http://dx.doi.org/10.1080/09500699290642
Keogh, B., Naylor, S. (1999). Concept cartoons, teaching and learning in science: An evaluation. International Journal of Science Education, 21(4): 431-446. http://dx.doi.org/10.1080/09500699290642 DOI: https://doi.org/10.1080/095006999290642
Keogh, B., Naylor, S., & Downing, B. (2003). Children’s interactions in the classroom: Argumentation in primary science. Paper presented at 4th European science education research association conference. Noordwijkerhout, Netherlands.Klahr, D., Zimmerman, C., & Jirout, J. (2011). Educational intervention to advance children’s scientific thinking. Science. 333 (6045): 971-975. http://doi.org/10.1126/science.1204528 DOI: https://doi.org/10.1126/science.1204528
Kruit, P., Berg, E., & Wu, F. (2012). Getting children to design experiments through concept cartoons. Paper presented at the Fibonacci conference on Inquiry Based Science & Mathematics Education: Bridging the gap between education research and practice, Leicester, UK. http://kennisbank.hva.nl/document/480167
Kolokouri, E., & Plakitsi, K. (2016). A chat approach of light and colors in science teaching for the early grades. World Journal of Education. 6 (4). DOI: https://doi.org/10.5430/wje.v6n4p1
Long, S. & Marson, K. (2003). Concept cartoons. Hands on Science. 19(3): 22-23
Martinez, Y. M. (2004). Does the K-W-L reading strategy enhance student understanding in an honors high school science classroom? Unpublished Master Thesis, California State University: Fullerten.
McCallister, J. & Levitas, J (2020). Action research in education: Methods and examples.
Action Research in Education: Methods & Examples - Video & Lesson Transcript | Study.com
Nartey, C. K. (2017). Exploring the effectiveness of 3E, 5E learning cycles and the conventional approach in a biology lesson. Unpublished master’s thesis. University of Cape Coast.
Naylor, S., Keogh, B., de Boo, M., & Feasey, R. (2001). Formative assessment using concept cartoons: initial teacher training in the UK. In R. Duit (Ed.) Research in science education: Past, present and future, pp.137-142. Dordrecht: Kluwer. DOI: https://doi.org/10.1007/0-306-47639-8_18
Opara, P. N.& Etukudo, D. U. (2014). Factors affecting teaching and learning of basic science and technology in primary schools. Journal of Educational policy and Entrepreneurial Studies, 1(1), 46-58
Özyılmaz Akamca, G. & Hamurcu, H. (2009). Analojiler, kavram karikatürleri vetahmin-gözlem- açıklama teknikleriyle desteklenmiş fen ve teknoloji eğitimi. E- Journal f New World Sciences Academy, 4 (4).
Pelaez, N. J., Hoover, M. A., & Treagust, D. F. (2004). Concept cartoons reveal differences when HS pupils study blood circulation using live organism versus video. Paper presented in American educational research association annual meeting, San Diego.
Parku, A. (2012). A survey of some aspects of the teaching and learning of integrated science in JHS in the Central region. Unpublished master’s thesis. University of Education, Winneba.
Sagor, R. (1992). How to conduct collaborative action research. Association for supervision and curriculum development, the University of Michigan.
WAEC (2015). Chief Examiners Report.
How to Cite
Copyright (c) 2021 Rosemary Naana Kumi-Manu
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.