Effect of react and 7e models of teaching on senior high school students’ achievement in molecular genetics

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.