Abstract:
The aim of this research was to compare the effectiveness of the
REACT, 7E and conventional teaching approaches on Senior High School
students‘ achievement in molecular genetics. The study also sought to
determine students‘ perceptions about the REACT and 7E models of teaching.
Three intact Form 2 Elective Biology classes from three public Senior High
Schools in the Ajumako-Enyan-Essiam District were selected via random
sampling using computer generated random numbers to participate in this
research. The three intact classes were randomly assigned as the REACT, 7E
and conventional groups. Seventy-nine students took part in this research. The
data collection instruments used in the study were a semi-structured interview
and two achievement tests on the diversity of life and life processes in living
things, and Nucleic acids and protein synthesis. Each of the achievement tests
consisted of 30 test items. One-way ANOVA, independent sample t-test and
thematic content analysis technique were employed to analyse the data. The
result of the study revealed that the performance of students in the REACT
and 7E groups were at par. However, they outperformed their counterparts in
the conventional group. Again, the study revealed that the REACT and 7E
teaching models could not bridge the gap between the achievement of low and
high achievers. The study also revealed that overall the student had positive
perceptions about the REACT and 7E models of teaching. In view of the
findings of the study, it was recommended that in teaching science concepts
such as molecular genetics, the REACT and 7E models of teaching should be
employed.
