Effects of Concept Cartoons and Conceptual Change Texts on Senior High School Students’ Understanding of Photosynthesis

Abstract

This study aimed at exploring the effects of concept cartoons and conceptual change texts instructional approaches on Senior High School Students’ understanding of concepts related to photosynthesis. Using the embedded mixed methods research design, a multi-stage sampling technique was employed to select 113 Form 3 students from three schools in the Jomoro and Ellembele educational districts to participate in the study. One-way analysis of variance (ANOVA), Paired sample t-test, independent sample t-test, Analysis of covariance (ANCOVA) and descriptive statistics were used to analyse data gained on students’ achievements in concepts related to photosynthesis with Photosynthesis Achievement Test and a semi-structured interview as instruments. The results showed that prior to implementing the interventions, the students’ in the groups were at par. There were significant gains in knowledge after the interventions for both control and experimental groups. Furthermore, the gap between low and high achievers could not be bridged for those taught with concept cartoons and conceptual change texts. Students’ initial misconceptions about the concepts related to photosynthesis were changed. The study further revealed that students had positive views about the utility of concept cartoons and conceptual change texts in teaching and learning photosynthesis at the Senior High School level. Based on the findings of the study, it was recommended that concept cartoons and conceptual change texts teaching approaches should be employed in teaching difficult Biology concepts in the Senior High Schools Biology Curriculum.