Authors : Aduo Frank; Rockson Ofori Amanfo; Frank Blessed Amenyeke; Eric Asare Jnr; Ebenezer Wirekoh Brobbey

Volume/Issue : Volume 10 - 2025, Issue 10 - October

Google Scholar : https://tinyurl.com/msyeab49

Scribd : https://tinyurl.com/mr9yf8ad

DOI : https://doi.org/10.38124/ijisrt/25oct1092

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Abstract : This study investigated how different teaching methods and levels of student motivation affect academic achievement in learning the respiratory system in biology at Tepa Senior High School, Ghana. Employing a quasi-experimental design, 120 Form Three biology students were divided into experimental and control groups. Data were gathered through questionnaires, document reviews, and pre- and post-tests. The experimental group was instructed through practical, hands-on activities, while the control group received traditional lecture-based teaching. Findings indicated that 90% of students favored the practical approach. The overall mean score of 4.155 reflected high motivation among learners. Post-test results further showed that students in the experimental group outperformed those in the control group, with average scores of 73.60 and 53.40, respectively. ANOVA analysis revealed a statistically significant difference between the groups (F(3,36) = 17.606, p < .001), signifying that the practical teaching method substantially enhanced both motivation and academic performance. The study concludes that incorporating practical, activity-oriented methods in biology instruction promotes deeper understanding, engagement, and achievement among students. It recommends that Ghanaian schools adopt student-centered, experiential learning strategies, equip laboratories adequately, and encourage teachers to integrate hands-on techniques to make science learning more effective and enjoyable.

Keywords : Motivation; Teaching Methods; Practical Learning; Academic Performance; Biology Education.

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