The Difference in the Achievement of JHS Students Taught Using the Integration of Indigenous Industrial Activities in the Teaching and Learning of Selected Concepts of Matter and Those Taught Using the Traditional Approach Only

Abstract

The purpose of this study was to investigate the difference in the achievement of JHS students taught using the integration of indigenous industrial activities in the teaching and learning ofselected concepts of matter and those taught using the traditional approach only at the basic schools in the Greater Accra Region of Ghana. To be specific the second year Junior High School students of Kaneshie Kingsway ‘2’ JHS of Kaneshie Kingsway Cluster of Schools in the Okaikoi South Metro of the Greater Accra Region of Ghana was used.The study employedposttest-only non-equivalent control group design of the quasi-experimental research design. The researcher employed the purposive sampling technique for this study, making up of   43 males and 47 females.The instruments used for collecting data for this research were test, questionnaire and semi-structured interview schedules. It was found out that there is difference in the achievement of JHS students taught using the integration of indigenous industrial activities in the teaching and learning ofselected concepts of matter and those taught using the traditional approach only at the basic schools in the Greater Accra Region of Ghana.This means that junior high school students who were exposed to the integration of indigenous industrial activities in the teaching and learning of selected concepts on matter retained significantly more of the scientific concepts taught in the study than those who were taught using only the traditional approach.

Keywords: Indigenous Industrial Activities, Traditional Approach, Indigenous Knowledge, Enculturation

DOI: 10.7176/JEP/10-33-09

Publication date: November 30^th 2019