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<0.01). The students’ performance was massively improved when taught with analogy-based instructional approach (treatment) compared to those taught with the conventional lecture-based instructional approach (prior to treatment) (t = -18.29, p < .001; Z = -5.53, d = 2.98). It was then concluded from the findings that the analogy-based instructional approach of teaching and learning employed during the treatment processes improved the students’ academic achievements, and lead to improvement in their performance of the DNA concepts.
Academic Performance, DNA, Analogy-based Instructional Approach, Conventional Lecture-based Instructional Approach
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