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首页> 外文期刊>International Journal of African and Asian Studies >Investigating Teaching Methods Employed by Teachers and Learning Styles of Students in Biology at the Senior High School Level in the Cape Coast Metropolis
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Investigating Teaching Methods Employed by Teachers and Learning Styles of Students in Biology at the Senior High School Level in the Cape Coast Metropolis

机译：开普敦大都会地区高中阶段生物教学中教师使用的教学方法和学生的学习方式的调查

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The study adopted a descriptive survey approach with a total population of 250 first year students from three Senior High Schools. The sample which consisted of a the control group of 30 first year students and an experimental group of 90 first year students was selected using simple random sampling technique. In the experimental group, the Problem-Based Learning (PBL) approach was used while the Traditional Learning Based (TLB) method was used in the control group. The research instrument was a 20-item questionnaire which sought information from the respondents on whether they had their own strategies for studying the subject and which kinds of teaching method they found helpful to them. The findings of the study revealed that students have learning strategies for studying biology. However, due to the nature of the course, these strategies were not effective. It was also revealed that variations in teaching method were helpful in aiding understanding of the subject. Based on the findings of the study, a number of recommendations were made which will go a long way to help policy makers, biology teachers and students work together to get the most out of the subject. Children ask themselves questions and answer the questions to enhance their own understanding of the concept learnt, this statement is further attested by Johnson (2008) that, ask yourself questions to enable you to understand new principles and concepts. The concepts and principles of science cannot be efficiently grasped if wrong study habits are adopted, and the students’ learning styles are not considered. Students learning abilities of science could also be strengthened and performance improved if suitable teaching methods and strategies are employed by teachers to teach biology in class.Therefore, the purpose of this study was to find out students’ general approach to the study of biology in the Senior High Schools and also investigate methods employed by teachers to teach students in the Cape Coast Metropolis of the Central Region of Ghana.
机译：该研究采用描述性调查方法，来自三所高中的250名第一年级学生总人数。使用简单的随机抽样技术选择了由30名一年级学生的对照组和90名一年级学生的实验组组成的样本。在实验组中，对照组使用了基于问题的学习（PBL）方法，而在对照组中则使用了传统的基于学习的方法（TLB）。该研究工具是一个20项问卷，旨在从受访者那里获取信息，以了解他们是否有自己的研究策略以及对他们有帮助的教学方法。研究结果表明，学生有学习生物学的学习策略。但是，由于课程的性质，这些策略并不有效。还显示出教学方法的变化有助于帮助对该主题的理解。根据研究的结果，提出了许多建议，这些建议将大大帮助政策制定者，生物学老师和学生共同努力，以最大程度地利用该主题。孩子们问自己一些问题并回答问题，以增强他们对所学概念的理解，Johnson（2008）进一步证明了这一说法，即问自己一些问题以使您能够理解新的原理和概念。如果采用错误的学习习惯，并且不能考虑学生的学习方式，就不能有效地掌握科学的概念和原理。如果教师在课堂上采用适当的教学方法和策略进行生物学教学，也可以增强学生的科学学习能力，提高学习成绩。因此，本研究的目的是找出学生在生物学中学习生物学的一般方法。高中，还研究了教师在加纳中部地区开普敦都会区教学生的方法。

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