Professional Documents
Culture Documents
1.0 Introduction
Science is an important subject. It cuts across all levels of educational sector. The topics in the
primary science syllabus have been carefully selected to introduce pupils to the enquiry process
of science as well as the basic ideas in science. The topics in the primary school science
The course has been designed to offer a body of knowledge and skills to meet the requirement of
every living and provide adequate foundation for those who want to pursue further studies of
related vocations. The course focus on science enables pupils to understand the natural world.
The purpose of the primary level school science syllabus is to include the scientific literature and
culture for all so that pupils can make informed choices in their personal lives and approach
challenges in their work places in a systematic and logical order. Also the subject aims to
introduce competent professionals in various scientific disciplines who can carry out research
Science is a distinct form of creative human activity, which involves one way of seeing,
exploring and understanding reality. It is both a way of finding out about the world and a
growing body of ideas and information about the way things work.
Science is one of the essential features of any society, having profound effects on people’s lives
and the environment, especially through its application for practical purposes. It is not a
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At the heart of scientific activity is the desire to explore and understand the world and to do so
using a distinctive mode of enquiry? Central to this mode of enquiry is a set of systematic
processes such as hypothesizing, observing, measuring, designing and carrying out experiments,
It is this mode of enquiry that allows students to collect the type of data needed for acquiring a
view of the world that can complement other perspectives. Consequently science has earned a
place in any balanced education and is a crucial factor in enhancing sustainable development in
nations.
The overall goal of science education is to develop scientific capability in all young people from
5 – 18. The term “scientific capability” is used instead of “scientific literacy”, since it conveys
more clearly the focus of science education for action as well as for personal enlightenment and
satisfaction.
3) Understanding – making sense of scientific knowledge and the way science works
5) Sensitivity – critical awareness of the role of science in society combined with a caring and
responsible disposition
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Becoming scientifically capable therefore involves not merely the acquisition of skills,
knowledge, understanding and development of appropriate personal qualities and attitudes but
also focuses on integrating and applying these personal and intellectual resources for both
The foundation for the learning of science and mathematics is laid in primary schools. Science
must therefore be given greater emphasis at the primary school level; teachers in primary schools
should be given effective preparation and support to enable them to provide exciting and
fulfilling teaching and learning of science and mathematics. To strengthen science teaching and
A cadre of primary science and math specialist teachers must be created to provide
support, mentor and guide other primary teachers in a cluster of schools in science and
mathematics teaching.
Primary teacher education programmes in the universities and Teacher Training Colleges
teaching.
Primary teachers with weak skills in science and mathematics should be given support to
Primary teachers must be fully funded to upgrade their knowledge in science and
mathematics.
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Gumani Hassaniya JHS is situated in the Gumani community of the Tamale Metropolitan
Assembly. The people in the community are mainly private business men and women and some
are government employed workers. This is a Dagomba community and majority of the
inhabitants are Muslims with a few of them being Christians and traditional religion followers.
The inhabitants are well ingrained in the traditional methods of doing things. This shows that
The inability of pupils to find the density of an irregular object was realized through a thorough
scrutiny of pupils’ exercise books, it was observed from the previous classes that they were
always fed with information or scientific concepts without allowing them to experiment the
concepts practically. This method of teaching brought the problem of little or no understanding
During one of the researcher’s science lessons in Gumani Hassaniya JHS, it was observed that
the pupils performed poorly in a test that was conducted on the topic “determining the density of
an irregular object”. Out of forty pupils in class, JHS one, ten (10) pupil passed and the rest
failed the test conducted by the researcher which represents 25% and 75% respectively. As a
result of this, the researcher discovered the inability of the pupils in Gumani Hassaniya JHS to
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1.3 Problem Diagnosis
The main aim of the study was to find out why pupils in Gumani Hassaniya JHS form one cannot
understand the concept ‘determining the density of an irregular object”. The instrument used for
the data collection was tests. The following questions were asked:
What is Density?
Describe with the use of practical activities to determine the density of an irregular
object.
With the test, the researcher discovered the problems of the pupils’ ability to understand basic
science concept.
The researcher found the following causes of the pupils’ problems as:
The wrong perception that science is a difficult field of study and this affects them
psychologically. For example, some pupils think that science is for brilliant pupils and they
would consider themselves lucky if they manage to pass a class test in science.
Also, the abstract nature of lesson presentations by teachers and poor working attitude among
some teachers accounts for the reasons why pupils do not perform well in basic science concepts.
The purpose of the study is to provide enough evidence on the problem of the pupils in science
education. The research work seeks to come out with interventional activities which when
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effectively implemented would solve the plight of pupils. The research work further seeks to
equip teachers on the various methods they could adopt to help in the lesson presentation in order
to meet their lesson objectives. The research work also seeks to remove the abstract nature of the
science lessons so that experiment could help the pupils understand what is taught in class. On a
general note, the research works seeks to help students explain some of the activities they see
1.6 Objectives
The researcher carried out this research work with the following objectives.
By the end of the intervention process pupils in Gumani Hassaniya JHS will be able to:
(iii) Describe with the use of practical activities to determine the density of an irregular
object
To find possible ways through which this problems could be solved. To help teachers identify the
appropriate methods of teaching pupils to increase their interest in the study of science.
More importantly, it is also to hint science teachers to know that there is the need for
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1.7 Significance of the Study
The study is useful to the study of science since it will help solve pupils’ problem in
understanding the concept “density of an irregular object”. The practical nature of the subject of
study will help provide solutions to the pupils of understanding basic science concepts.
The study will help come out with possible suggestions to help solve the problem.
More importantly, the study will also help to provide resource materials to help teachers and the
pupils as well. In all, the study will help increase the interest of pupils in science.
1. To find out the causes of pupils inability to determine density of an irregular object
object.
3. To determine how practical activities can be used to help pupils understand the concept
To direct focus of the study, the following questions were put up:
1. What are the causes of pupils’ inability to understand the concept of determining the
2. Which methodology can be used to assist the pupils to overcome the problem of
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3. Could the use of practical activities enable the researcher to address the pupils’ problem
1.10 Delimitations
The study is taken in form one in the subject science, but it is limited to study of basic science
concept “density of an irregular object”. The researcher could have extended it to cover all
classes in the school. The researcher could also look at the performance of pupils in integrated
science in general.
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CHAPTER TWO
scheme that has developed as result of experimentation and observation. Also, Stephen and john
In simple terms, science can be defined as the process of acquiring knowledge through
observation, experimentation and drawing ao conclusions. The scope of science is basically put
into three main branches, these are: biology, physics and chemistry.
According to M.C. Michael (2001) defined biology as the study of life in the book essential
Biology for senior high school. Thus biology is part of science that deals with the study of living
things and nature. The sub-branches under biology includes; zoology- the study of animals’
Chemistry is the study of the composition and existence of matter, chemicals and their reactions
in nature.
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2.1 Objectives of Teaching and Learning of Science
The primary school syllabus is design to help pupils to develop the spirit of curiosity, creativity,
critical thinking and also develop enquiry attitude towards life and explore to show appreciation
of their knowledge. It also enables both the teacher (researcher) and the pupils to develop
appropriate intervention strategies aimed at finding solutions to the problems identified in the
Many scientist as well as science teachers have come out with reasons why pupils have
According to Ghana Associations of Science Teachers (GAST), (2002), the reasons are that, the
teaching of science does not relate to the pupils experience. The subject methodology is always
boring due to e way it is presented by the teachers. The lessons are always taught without using
The vision of the National Science and Technology Policy is “to support national socio-
economic development goals with a view to lifting Ghana to a middle income status by the year
2020 through the perpetuation of a science and technology culture at all the levels of society,
which is driven by the promotion of innovation and the mastery of known and proven
technologies and their application in industry, and other sectors of the economy”. (MEST, 2000)
This vision can become a reality when science education is given a boost at all levels of
education. It has been suggested that the promotion of science education hinges on three pillars –
funding, teaching and intervention, and research. Without adequate funding, quality teachers,
supportive intervention activities and research to illuminate our understanding, science education
will have no impact on the everyday lives of Ghanaians; and the observation made by the
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National Development Planning Commission will remain true. Our national vision for science
The youth constitute an important resource that can be developed to hold the reins of the country
through science and technology. Opportunities through job creation should be provided for them
to take up careers in science and technology. A science and technology programme that does not
stimulate curiosity and problem solving in the youth and prepare them to face the world of the
Before considering the data relating to hands-on science, it is necessary to establish precise
meanings of terms used. In this report, hands-on science is taken to mean any practical or
investigative work in which the pupils themselves handle the materials, living things and/ or
equipment. Such experiences afford pupils concrete opportunities to understand and learn about
the world around them. In addition, hands-on science enables pupils to develop key scientific
skills as outlined in the Primary Science Curriculum (DES, 1999a) including, for example,
observing, In this report, pupils’ pictures are shown as drawn, without re-sizing or amendment,
for authenticity. Predicting and measuring. In this report hands-on science also encompasses
approaches and child-led open investigations. These types are described in detail in the Primary
Science Curriculum Teacher Guidelines and would serve different purposes in relation to the
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Investigations may contain some aspects of teacher guidance but from third class onwards, the
curriculum indicates that there should be some element of independent decision-making (DES,
1999a). Such work would include the use of key scientific skills, for example, questioning
The term experiment was used by the researchers in the pupil questionnaire and frequently by
pupils in their responses. It was felt that pupils would not necessarily be familiar with the term
hands-on science or the specific meaning of the word investigation, so these terms were avoided
when wording the questionnaire. In focus group discussions when developing the questionnaire,
the term “experiment” was understood and used by pupils to mean any form of scientific
practical work. It should be noted here that experiments could include those conducted by
teachers as a teacher demonstration, as opposed to those being carried out by pupils. Teacher
demonstrations would not constitute hands-on experiences for pupils and their value in
According to Olyede and Benjamin (1994), there can scarcely be any good science lesson which
The activity method is method of teaching science in which the pupil is placed at the centre of
teaching and learning process is made to internet with material (provided either by the teachers
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or by the pupils) to discover concepts and facts unaided or with minimum interference of the
teacher .
The activity method takes into consideration the learners’ natural tendency to explore (curiosity)
and play, pupils also learn through firsthand experience when the teacher uses the activity
method. The method also considers the previous knowledge of pupils and play materials.
Despite the above, the success of the method depends on how best the teacher relates with the
pupils.
Pupils should dominate in activities during lessons, that are answering questions orally, writing,
discussions of pictures and chats, drawing, modeling using learning aids like chats, cards,
cassettes and engaging pupils in experiments. The activities can be done individually or in
groups. Out of the lots teaching methods, the activity method has been adopted.
Dunedin (2002), enumerated the following reasons for choice of activity method; the child is the
central focus in the delivery stage of lesson, thus children are recede to perform activities. The
level of pupils intellectual attainments are considered when lesson is been delivered. At the
primary school, children cannot sit for long periods to listen to the teacher or even learn, they
need short term breaks for various activities that they like to perform activities. The activity
method therefore fits into their natural setting. Children become highly motivated when they are
able to perform activities and get praises from teachers and friends in the process of teaching and
learning of science hence covered both teacher and child centred methods of teaching.
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According to Nartey and Menyah (2003) the reasons for using activity method to teach the basic
The activity method takes into consideration learners’ natural tendency to explore and play, in
addition, the activity method also takes into consideration the learners’ previous knowledge and
The researcher therefore decides to use this method, thus, the activity method to teach his pupils
This study supports research (Ünal & Coştu, 2005) that has emphasised the need to target
students‟ misconceptions about scientific concepts. The literature (e.g., see California Journal of
Science Education, 2005, which devotes Volume 5 Issue 2 to “Dealing with science
practice. This study showed that challenging students‟ understandings created an impact on
learning about science concepts. For example, Participant 26 testified, “In about grade 5, we did
an experiment to see if it was possible to blow triangular or square shaped bubbles. This was
successful in proving me wrong because I thought it was possible.” The experimental challenge
to the misconception was indelibly printed on the learner‟s mind. Participant 50 wrote, “We
learnt about the development of the egg to chick. I thought the egg yolk became the chick‟s
internal parts and egg white became the chick‟s external parts.” Further evidence for targeting
students‟ misconceptions can be provided through concept mapping or asking students to write
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2.5.1 Enthusiasm from the teacher
Teacher enthusiasm for a subject can play a role in students‟ likes or dislikes of a subject and
their memory of the subject. Before discussing this enthusiasm, the adults in this study had
mixed feelings about their own primary science education with seven specifically claiming they
could not remember doing science in primary school, which may have to do with the age of the
participants (i.e., six of these respondents were >40 years old). These participants, who could not
remember a primary science lesson, responded accordingly, “I cannot remember, but I am sure it
was ok - I have not been turned off for life” (Participant 98). Others purported that science was
more “embedded into the KLAs [Key Learning Areas]”. One participant stated without any
context to the science taught, “Yes, it was interesting and no because it was repetitive”
(Participant 39). Conversely, 16 participants acknowledged the teachers‟ enthusiastic nature for
teaching science. Those who emphasised teacher enthusiasm highlighted positive experiences in
science, while the reverse occurred for those who experienced unenthusiastic teachers.
The following three responses were typical of positive experiences in primary science education
and each emphasised teacher enthusiasm as key to the process of learning: “Although we did not
do much science study, when we did it was always interesting and educational because of the
teachers” (Participant 112); “I thoroughly enjoyed all of the science investigation undertaken at
primary school. The teachers and students were enthusiastic about science, and the science
experiences were made relevant to life” (Participant 116); and “I remember studying the solar
system a number of times, but the most interesting time was when we studied it in grade 6 and
that was due to my creative, enthusiastic teacher who made learning a great adventure”
(Participant 14). On the other hand, a typical negative response indicated the experience to be:
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“Not positive because the teacher was boring and failed to get my interest. It made me feel like a
As science knowledge is socially constructed (e.g., Vygotsky, 1986), group involvement seemed
science with peers provided opportunities for social interaction and an element of fun, for
instance, Participant 120 wrote, “Experimenting with magnets. It was a fun group activity”.
Participant 72 also highlighted her experience of interacting with her peers with the science
behind the activity, “Standing on an upside down table on top of balloons and adding more
people until the balloons popped. It was the first time I had thought about pressure and the
primary science as a foundational experience for secondary work, “We used to do a lot of group
Science teaching strategies experiments that were simplifications of experiments I did later at
high school and university. They created the building blocks of my knowledge” (Participant
conduct it ourselves it made it more enjoyable” (Participant 77). Once again, science concepts
were uncovered as a result of high-impact teaching that facilitated group involvement, “In Grade
4 we used straws to construct a bridge together. The aim was to see how strong we could make
the bridge and figure out what shapes were needed in the bridge construction to give it strength”
(Participant 164).
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2.5.3 Usable and practical science
Usable scientific knowledge was valued by learners, who noted potential practical applications,
for example, Participant 27 affirmed, “Learning about the human body, growth and reproduction
I always found fascinating and I think helped me understand what makes human beings so
similar (scientifically)” [parenthesis included] and Participant 33 stated, “Simple electric circuit -
conceptualize the way electricity works and gave an understanding of the delivery of electricity
to our home.” Even more difficult science concepts can be presented in practical ways and assist
students to remember their learning of science, to illustrate, “Pulleys and levers introduced me to
the notions of physics and instilled in me a great interest in the cause and effect of physics”
(Participant 130) and “Studying inertia/friction experiment in year 5. Such a complex concept on
paper but once we played with ramps and cars it all made sense. This is when I understood the
Integrating science with other key learning areas also demonstrated usable and practical science,
“Making paper airplanes and learning and calculating its speed etc. (tied in with maths). It helped
me get my head around it because it was fun, I wanted to learn” (Participant 161). These three
participants (Participants 130, 131, and 161) were males; however females were also encouraged
protect an egg when dropped 5 metres taught us more than just science – it was enjoyable,
interesting and worthwhile - application in life - not just science” and Participant 102 stated, “We
were studying leaves, plants, flowers. We were able to exit the classroom, find flowers and point
out the name and parts of them. It was an enjoyable experience.” Connecting experiments to
real-life scientific knowledge appeared to have long-lasting effects on these adults, particularly
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as it was between 7 and 38 years ago when these participants (n=167) attended their primary
schools.
The literature frequently highlights the need for hands-on experiences for learning about science
concepts. Participants in this study commented on hands-on activities such as “Creating mini-
green house inside water bottle [as] exciting and fun” (Participant 123), and learning “about
different Australian native plants and where they grow best. From this we designed and planted a
garden in the school and looked after it for the year” (Participant 8). Whether the hands-on
activities are “planting seeds and watching them grow over a period of time” (Participant 25) or
“making mousetrap cars and racing them in the school” (Participant 9), participants emphasized
that “science can be fun” (Participant 9) and remembered these as positive experiences. Hands-
on science education experiences can have lasting and personal effects on students. For example,
Participant 154 (9 years after primary school education) built and shaped a boat from a
rectangular block of wood to test its buoyancy, she wrote, “I still own the boat as it is special to
me and I was proud of my efforts”. It was claimed that hands-on experiences needed to be
purposeful with links to scientific knowledge. Yet, some adults in this study remembered certain
hands-on activities but Hudson’s guide for teaching primary science did not understand the
relationship to scientific knowledge. For example, Participant 117 stated, “Volcano eruption was
fun but the teacher did not provide any scientific knowledge” and similarly:
We used light bulbs and made circuits and series. We experimented with switches for them. Not
sure of the effect on me – I guess it helped me learn about electricity, power sources. I remember
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Scientific concepts that have little relationship to a designated experiment may be misleading.
For example, the exploding volcano using bicarbonate of soda, vinegar, and red dye may prove
to be visually effective but this chemical reaction may not provide accurate information on
volcanoes‟ eruptions. The scientific purpose of the experiment needed to be explained clearly.
These adults remembered science activities that had an element of interactivity with life, as
Life cycles of chickens - hatching and growing in an incubator in the school classroom. I was
fascinated to watch them grow. It was the most interesting bit of science that I could relate to.
(Participant 13)
The study of the tadpole changing into a frog. My teacher let us each have our own tadpole in a
jar, which we fed daily. We had to draw pictures of our tadpole every few days and note any
bodily transformations - I was amazed and excited and I felt like I had discovered this
In grade 4 we incubated chicken eggs and watched 4 chicks hatch. We raised the chicks taking
them out to play on the school oval every day. This experience was a prominent one for me, as
we learnt a lot about the lifecycle of chickens though real-life experiences. (Participant 116)
Real-life interactivity with fauna and/or flora provided stronger focuses for learning, as students
appeared genuinely interested in living things. Facilitating learning opportunities where students
teaching strategy. This study showed that interactivity with living things can also facilitate life-
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changing experiences that lead to employment prospects or understandings for sustainable living.
For example, Participant 88 stated, “I remember studying the science of plants - I went on to
study agriculture/biology at high school and left at end of year 12 - continuing to get a trade
environments. I think this (plus the support of my parents) has had a lot to do with my ability to
grow vegies and flowers in the garden. It provided a starting point that I‟ve built throughout the
years” (Participant 97). In other cases, simple real-life experiments provided a greater
appreciation of living things and an avenue for developing recreational activities, “Growing a
seed in a cup with cotton balls and water. Its effect has been, I suppose, that I enjoy plants and
Comments from several adults about their schooling on science education pointed to the need to
have clear reasons for learning science content. Five participants claimed that the purpose for
learning a science concept made the activity meaningful. On the other hand, Participant 86, who
could not state the purpose of a science lesson, reflected on her primary school science: Science
teaching strategies.
In an experiment when we dropped food dyes in milk then drizzled washing detergent into the
bowl the milk was in, to watch the coloured dyes swirl around. I am not sure what I learnt but I
will always remember that. I think it was in the topic of „changes‟ perhaps.
For some adults, practical experiences for learning about the weather and measurement
instruments (e.g., thermometer, rain gauge, and barometer) prompted positive and purposeful
responses, yet, when reasons were not clearly articulated for learning about the weather there
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was a distinct sense of “why do I need to do this?” (Participant 4), to illustrate, “Basically, I
remember the lifecycle of frogs because I really liked frogs at the time. I thought it was fun but
did not really think too much about it” (Participant 51) and “Teaching me about photosynthesis
in year 6, the teacher only drew a diagram but never really told us how it worked properly”
(Participant 96).
Many of these adults had strong memories of their science excursions while attending primary
schools. Visits to a planetarium, science centre, and museums provided “enjoyable and great
experiences” and showed “how fun (sic) science can be”. Participant 128 stated:
Going to the science museum was very exciting as we learnt a lot about science which motivated
me to want to study science. I now believe that hands-on experiences and field trips are an
There were several adults who remembered camping in bush lands to investigate flora and fauna.
There were others who remembered exploring the Earth and beyond. Participant 110 claimed he,
“started looking for and collecting fossils after an excursion to Shorn cliffe to study fossils and
look through a telescope at a few planets and the moon and stars. It was the most exciting school
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2.6 The concept of density
compact, it has a higher density and when less compact, it has a lower density.
In a well-known but probably apocryphal tale, Archimedes was given the task of determining
whether King Hiero's goldsmith was embezzling gold during the manufacture of a golden wreath
dedicated to the gods and replacing it with another, cheaper alloy.[3] Archimedes knew that the
irregularly shaped wreath could be crushed into a cube whose volume could be calculated easily
and compared with the mass; but the king did not approve of this. Baffled, Archimedes is said to
have taken an immersion bath and observed from the rise of the water upon entering that he
could calculate the volume of the gold wreath through the displacement of the water. Upon this
discovery, he leapt from his bath and ran naked through the streets shouting, "Eureka! Eureka!"
(Εύρηκα! Greek "I have found it"). As a result, the term "eureka" entered common parlance and
The story first appeared in written form in Vitruvius' books of architecture, two centuries after it
supposedly took place. Some scholars have doubted the accuracy of this tale, saying among other
things that the method would have required precise measurements that would have been difficult
From the equation for density (ρ = m / V), mass density has units of mass divided by volume. As
there are many units of mass and volume covering many different magnitudes there are a large
number of units for mass density in use. The SI unit of kilogram per cubic metre (kg/m3) and the
cgs unit of gram per cubic centimetre (g/cm3) are probably the most commonly used units for
density. (The cubic centimeter can be alternately called a millilitre or a cc.) 1,000 kg/m3 equals
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one g/cm3. In industry, other larger or smaller units of mass and or volume are often more
practical and US customary units may be used. See below for a list of some of the most common
units of density.
The density at all points of a homogeneous object equals its total mass divided by its total
volume. The mass is normally measured with a scale or balance; the volume may be measured
directly (from the geometry of the object) or by the displacement of a fluid. To determine the
hydrostatic weighing uses the displacement of water due to a submerged object to determine the
If the body is not homogeneous, then its density varies between different regions of the object. In
that case the density around any given location is determined by calculating the density of a
small volume around that location. In the limit of an infinitesimal volume the density of an
position r.
(ii) Pour water into the measuring cylinder about a third of its depth
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(vi) Record volume V2,of the water plus solid
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CHAPTER THREE
RESEARCH METHODOLOGY
3.0 Introduction
This chapter outline research design, population instruments sample sampling, technique, pre-
Action research is used to carry out this study. The research used this design because of its
appropriateness to the problem identified as well as the merits it lass over other design.
The following are some of the strengths of the design: it helps the teacher to understand what
actually goes in the teaching and learning process, it is also important because it enhance
Action research does not only focus on generating new knowledge, but it also enables both the
Through action research, a teacher can evaluate his or her teaching effectiveness. Also action
research provides the teacher with opportunity to acquire a better understanding of all aspects of
This research however is not without weaknesses. However these weaknesses are applicable to
only the classroom situation and therefore may not be applicable to many fields of study.
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The design is only aimed at solving an immediate problem and not long term educational
challenge.
3.2 Population
Gumani Hassaniya JHS one has a total number of pupils of forty eight (48), thirty (30) pupils
were selected to represent the sample size, and thus, the whole class was taken. The class has
sixteen (16) boys and fourteen (14) girls. The technique for selection of sample size is simple
random sampling technique. The elements or individuals in the population have an equal chance
of being selected.
The pupils were selected using the simple random selected since the project affected the whole
class. Pieces of paper with “selected” and “not selected” inscriptions were put in a basket and
students were asked to come out and pick a paper. Each student had the opportunity to pick only
once.
The sampling method (simple sampling method) was employed because it gave each student an
equal chance of participation and this could only increase the validity and reliability of the
research work.
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3.4 Research Instruments
The instruments used in collecting data for the research work are the questionnaire, the test and
observation.
Test will be used for this study. Test is chosen because it can be used to determine the
effectiveness of the intervention activities. Test can be conducted within a short period. It can
Questionnaires are set formal questions formed and written down for the respondents to provide
answers to. The researcher employed questionnaires as one of the instrument for collecting the
data. Questionnaires were considered appropriate for both teachers and pupils. The
questionnaires sought to find out from the respondents (teachers and pupils alike), why pupils do
not have positive attitude toward integrated science. In the process of administering the
The questionnaire also sought to find out the reaction of the pupils during lessons, when teaching
and learning materials are used and their process. The researcher designed appropriate questions
that were intended to find out from pupils why they have negative attitude towards integrated
science.
Observation is a method of data collection that employs the sense of vision as its main tool. In
addition to questionnaire and interviews that were used for collecting data, personal observation
The researcher himself is a teacher in the school, therefore during science lessons, the researcher
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Also, when other science teachers were teaching the researcher observed pupils behavior towards
the lesson. The observation was meant to see practically what teachers and pupils do during the
teaching and learning process. These in diverse ways helped the researcher to have firsthand
information on how teaching and learning with or without teaching and learning materials
Finally, the researcher also observed pupils exercises and test items in primary six and other
classes to see how pupils performance in integrated science is. This assisted the researcher to
The technique and methods employed to solve a specific problem in an urgent situation. It is also
a step-by –step procedure constantly used by the researcher over a varying period of time and by
varieties of methods. For instance, the tragedy used by the researcher in this study is: the
researcher conducted test to collect data which involves pre-intervention, intervention and post-
intervention.
3.6 Pre-Intervention
After identifying the learning difficulties of pupils during the lessons, the researcher conducted a
In the results of the pre-test, pupils could not explain the concept of density; they could not also
calculate the density of an irregular. Describing practical activities to determine the density of an
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irregular object was also a big problem in the pre-test results. Appendix A shows the pre-test
questions.
3.7 Intervention
Having conducted the pre-test and realizing the pupils difficulty in understanding the concept
implementing the activity based technique as his method of addressing the problem. The
This activity reveals to pupils the concept “density of an irregular object” by in involving them in
o Measuring scale
o Beakers
o Water
o Measuring flask
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3.7.2 Finding Density for an Irregular Object
1. Use the balance to find the mass of the object. Record the value on the "Density Data Chart."
2. Pour water into a graduated cylinder up to an easily-read value, such as 50 milliliters and
3. Drop the object into the cylinder and record the new value in millimeters.
4. The difference between the two numbers is the object's volume. Remember that 1 milliliter is
5. Compute the density of the object by dividing the mass value by the volume value. Record the
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3.8 Post-Intervention
After the researcher used appropriate teaching and learning materials through activity method,
the researcher conducted a test again, using the same questions in the pre-test. This was to
ascertain whether the use of improvised materials and activity method had improved upon the
Analysis of data will do taking the research questions into consideration: it is important to note
that all information on research the instruments will be presented using tables containing
3.10 Limitations
In carrying out this project work, the researcher came across some obstacles which posed some
challenges to the progress of the research work. Majority of the pupils in the class were new to
the equipments used in the study. The size of some equipment inconvenienced the teachers as he
had to always carry them to and from school any time he needed to use them. The school also
has no laboratory making it more difficult to carry out the practical work
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CHAPTER FOUR
4.0 Introduction
4.1 Table one causes of pupils’ inability to understand the concept of determining the
learning materials
about science
Total 30 100
From the table above, about seven pupils responded that their inability to understand basic
science concepts was because their teachers used wrong methods to teach them. Fifteen students
were of the view that the problem was from the fact that there were inadequate teaching and
learning materials in the school for science teachers to use to make lessons more practicable.
Also, eight pupils identified that most students have the perception that science is difficult and is
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reserved for the intelligent ones. From the table it can be concluded that most students were of
the view that the main cause of their inability to understand the concept of determining the
density of an irregular object was because they do not have enough teaching and learning
materials.
4.2 Table two: Methodologies that can be used to assist the pupils to overcome the problem
Experiments 19 63.33
Totals 30 100.00
From table two, 19 students were of the view that the use of experiments could solve the problem
were of the view working in group could help them understand better while 5 pupils were of the
view that embarking on trips to resource centres could also help in solving the plight of pupils in
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4.3 Table 3: Performance of pupil before the intervention process (pre-test)
0-4 20 66.67
5-7 8 26.67
8-10 2 6.66
Total 30 100
Table 3 reveals pupil performance in their inability to understand the concept of determining the
density of an irregular object before the intervention which gave an indication that performance
From table 3 above, about twenty of the pupils representing 66.67% of the pupils scored between
0 and 4 out of the total marks of ten in a test that was conducted before the intervention process.
It also revealed that about eight (8) of the pupils representing 26.67% were able to score between
5 and 7, while only two (2) pupils out of the total representing 6.66% were able to score more
than 7 marks. This implies that pupils’ performance in the teaching of the concept energy was
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4.4 Table 4: Performance of pupil before the intervention process (post-test)
0-4 3 10
5-7 9 30
8-10 18 60
Total 30 100
Taking a critical look at the marks as shown in table 3 above, it is clear that, there had been a
tremendous improvement in the performance of the pupils after the intervention stage of this
Before the intervention process (pre-test), pupils who could score between 8 and 10 marks were
two (2) representing 6.66% in the test and the remaining ninety-six (93.4) percent scored less
than eight (8) marks. All the same, the average mark scored had not changed much after the
intervention.
However, on the whole, pupil’s performance in the lesson has been increased due to the use of
appropriate teaching aids and methods as well as reinforcement of pupils’ performance. That was
because 60% of the pupils were able to score above 8 marks in the post-test. This gave a sign to
the researcher that, pupil’s knowledge and interest in the concept has improved.
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4.5 Outcomes of the Intervention
The intervention has helped improve the knowledge of pupils in the concept of determining the
density of an irregular object. Pupils have also seen the need to take active apart in the teaching
and learning of the density of an irregular object. The teachers of integrated science have also
seen the need to use appropriate teaching and learning materials and methods in teaching the
concept energy.
In order to ensure effective continuation of the study for the future generation, the researcher
interpreted and analyzed the results of the study for clarity. After employing and administering
the various research instruments, the researcher has come out with varied ideas on the topic.
Pupils attribute inadequate or the inappropriate use of teaching aids as the main cause of the
problem.
However, other factors also accounted for their poor performance. During and after the
intervention process, it was discovered that, pupils faced the problem of inadequate teaching and
learning materials and teachers not employing the best strategies such as demonstration and
activity method of teaching which are very useful in integrated science lessons.
Finally, it was later deduced that pupils’ knowledge in the subject had been improved after the
intervention process of this educational action research work as shown in the post-test scores.
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CHAPTER FIVE
5.0 Introduction
This chapter focuses on discussion of results, conclusion and recommendation of the research
study.
5.1 Summary
This constitutes the overview of the researcher’s shortcomings or problems and the methodology
used in solving them. The problem under study was “density of an irregular” with specific
reference to pupils in Gumani Hassaniya Junior High school. The survey that was conducted on
a sample size of school revealed the following problems as being responsible for the lack of
positive attitude on the part of the pupils towards integrated science, among them include lack of
qualified science teachers, teaching in abstract, lack of integrated science materials for teaching
and learning, lack of literates in the home to influence pupils learning of the subject and lastly
lack of motivation.
The survey also brought to light some methods may be employed to help pupils develop positive
attitude towards integrated science. This include the use of teaching and learning materials such
as visual aids, motivation, activity based teaching and the use of varied teaching methods or
techniques to suit different topics or lessons and finally, qualified teachers should be made to
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Dr. Paul Kasambira (1993) views teaching methods as a measure by which a teacher attempt to
impact the desire learning experiences by the use of skill. To him for a teacher to teach
effectively there is the need for him or her to employ various methods. Of course, methods that
is learner-centered.
5.2 Conclusion
From the results and discussions carried out so far, the following conclusions have been drawn:
knowledge.
2. Teachers should involve pupils in activities by using effective teaching and learning
3. Children are happy and learn effectively only when they interact with teaching and
learning materials. When teaching and learning materials are used, it helps to arouse and
4. The first thing the child learns is what is being introduced to him at the early years. The
survey revealed that parents do not introduce science oriented materials to pupils at their
early ages also, the survey revealed that teachers do not encourage develop interest in the
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5.3 Recommendations
The following recommendations were put forth in the light of the findings and the conclusion of
the study. To promote reading skills and eliminate the threat of reading disabilities among pupils,
Teachers must acknowledge the importance of reading skills and must plan an effective
programme of reading instruction with a focus on promoting reading culture among pupils in
their schools.
School authorities should introduce informal education on readiness for reading. Non-structured
reading instruction should be introduced and the child's ability to respond to the reading
materials be observed.
Parents should provide a stimulating reading environment for their children and wards. They
should encourage their children to read at home. Books should be provided for them to improve
their reading. They should also encourage their children to watch children's educational
television. This will go a long way in improving their phonetic and vocabulary development.
They should cultivate the habit of using their leisure to read for pleasure.
Government at the federal, state, and local levels should provide appropriate materials for
teaching reading skills. Libraries should be provided for our primary schools, since the absence
of libraries is a factor in the deficiency in reading skills. There is a need to resuscitate the mobile
Teaching and learning materials arouse pupil’s interest in lessons and aids understanding.
Therefore, the Ghana education service and other stakeholders should always organize in-service
39
training to educate teachers on the need for improvisation and effective use of teaching aids in
their lessons.
Also, teachers should use the activity method in teaching because; it makes pupils to understand
concepts practically or in reality. The researcher therefore is of the view that if the suggestions
and recommendations are followed, it will go a long way to solve the problems of pupil’s
Considering the problems that have been identified from the survey and the methods that exist or
that are available, the following suggestions are made to address the problems and to help to
All science teachers should employ child centered method of teaching in order to attract pupils’
Effective use f teaching and learning materials should be adopted. The teacher should vary his
Ghana Education Service (GES) should organise in-service training programme to update the
Curriculum planner should also supply curriculum materials such as textbooks to schools on
time.
40
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