UNIVERSITY OF CAPE COAST

INSTITUTE OF EDUCATION

ENHANCING PUPILS’ UNDERSTANDING OF THE

HUMAN SKELETON USING A DESIGNED

TEACHING LEARNING MATERIAL AT

TAMATOKU PRESBY

BASIC SEVEN

TEKPOR YAYRA MABEL

ADA COLLEGE OF EDUCATION

ADA-FOAH

2008
 UNIVERSITY OF CAPE COAST

INSTITUTE OF EDUCATION

ENHANCING PUPILS’ UNDERSTANDING OF THE HUMAN

SKELETON USING A DESIGNED TEACHING LEARNING

MATERIAL AT TAMATOKU

PRESBY BASIC SEVEN

BY

TEKPOR YAYRA MABEL

OF

ADA COLLEGE OF EDUCATION

A PROJECT WORK SUBMITTED

TO THE INSTITUTE OF EDUCATION OF THE FACULTY OF EDUCATION,

UNIVERSITY OF CAPE COAST IN PARTIAL FULFILMENT OF THE REQUIREMENTS

FOR THE AWARD OF DIPLOMA IN BASIC EDUCATION.

JULY, 2008
CANDIDATE’S DECLARATION

I hereby declare that this project work is the result of my own original research and that no

part of it has been presented for another diploma in this University or elsewhere

Candidate’s Name ………………………………………………………………………..

Signature: ………………………………………. Date: ……………………………

SUPERVISOR’S DECLARATION

I hereby declare that the preparation and presentation of the project work were supervised in

accordance with the guidelines on supervision of project work laid down by the University of

Cape Coast.

Supervisor’s Name: ………………………………………………………………..

Signature: ………………………………………. Date: …………………………

 ABSTRACT

The research was necessitated due to the poor performance of pupils of Tamatoku Junior

High Basic seven in giving appropriate and expected solutions on questions based on the

human skeleton during an evaluation lesson.

Analysis and scrutiny of the substantive data acquired revealed that the consistent delivery

of lesson in abstractism of teachers for out weighed other variables which also fuelled the

problem. Interview, tested and questionnaire were the research techniques employed in eliciting

the information gathered.

It went beyond reasonable doubt that the model of the human skeleton, a designed teaching

and learning material used served its purpose so well and this reflected in pupils’ performance

which had improved remarkably after the intervention.

i
 ACKNOWLEDGEMENT

God, the main source of the vast store of intelligence which has propelled me from one step

to another on the academic ladder is undoubtedly the first recipient of my gratitude.

I also remain particularly indebted to Mr. Henry Coffie, of Ada Training College whose

immense help has made this project work a reality.

It would be in-human not to place on record, Miss Quarshie Delali, my mum who went to

all length financially and emotionally and in effect reducing considerably financial challenges

faced in the wake of this research work.

My profound gratitude also goes to Mr. Stephen Klogo, Pastor Sanniez, Mr. Sarsah Wilson

and Mr. Amoah Samuel whose priceless pieces of advice and encouragement served as a pillar

of strength.

T.Y

ADATCO

JULY, 2008

ii
 DEDICATION

I dedicate this work to a woman worthy of emulation, Miss Delali Quarshie, my mum.

iii
 LIST OF TABLES

Table 3.1 Sampling Procedure

Table 4.1 Attitude of pupils of Tamatoku Junior High basic seven towards Science

Table 4.2 Causes of pupils’ inability to answer questions on the human skeleton

Table 4.3 Appropriate teaching materials to be used in learning

Table 4.4 How the topic can be taught

Table 4.5 Results of Pre-intervention test

Table 4.6 Results of Post-intervention test

iv
 TABLE OF CONTENTS

PAGE

ABSTRACT i

ACKNOWLEDGEMENT ii

DEDICATION iii

CHAPTER

1. INTRODUCTION 1

Background to the study 1

Statement of the problem 2

Purpose of the study 2

Research Questions 3

Significance of the study 3

Limitations 3

Delimitation 4

Organization of the study 4

2. REVIEW OF RELATED LITERATURE 5

3. METHODOLOGY 11

Research design 11

Sample population 12

v
 Research Instruments 13

Pre-interventions 15

Interventions 10

Post-intervention 16

4. DATA PRESENTATION AND ANALYSIS 17

5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 27

REFERENCES 31

APPENDIX 32

vi
 CHAPTER ONE

INTRODUCTION

Background to the Study

Science as a discipline which dates as far back as the time of creation forms the basis for

inventions, manufacturing and simple logical thinking which is geared towards making the

earth a better place to live. This has necessitated the study of science the world over in order

not to be left behind in the era of rapid global scientific advancement.

Advocates, administrators and stakeholders of education for sometime now have been very

much concerned since science as a subject seems to be posing problems to both the teachers

who teach the subject and the pupils who learn it. There seems to be no light at the end of the

tunnel though considerable efforts have been and still being made to rectify the situation.

Ghana as a developing country is trailing behind other countries in her development due to the

low level of scientific advancement.

Tamatoku Presby Junior high School where this research was undertaken is situated in the

heart of Tamatoku a relatively small community in the Dangme East District of the Greater

Accra Region.

The occupants of this community who are predominantly farmers and traders consider

education as a privilege and not a necessity. As a result, most children of school going age are

deprived the chance of attending school but rather help their parents in their respective

occupations which serve as sustenance to their large families.

1
 Statement of the Problems

The research after observing the mentor for about six weeks at Tamatoku Presby Junior High

School realised that after a lesson on the human skeleton, pupils scored marks that were so very

poor and were absolutely nothing to write home about after the evaluation exercise.

The researcher concluded then that the final outcome of that lesson could be attributed to many

variables and that the which was taught in abstract without the use of any teaching and learning

material could be one of the variables for the poor performance in the lesson.

Purpose of the Study

It has quite become the order of the day to see teachers present their lesson in abstract

ways in all subjects including science. Consequently, pupils fail to provide appropriate

responses to questions posed thereby paving the way for the drastic fall in academic standards

with the present generations.

This research in light of the above was purposely undertaken, therefore, to:

1. examine the inability of pupils of Tamatoku Presby Basic seven to answer questions on

the human skeleton.

2. rectify the afore-mentioned problems encountered by the pupils of Tamatoku Presby

Basic seven on human skeleton with a designed teaching and learning material.

3. facilitate lessons on the human skeleton for teachers of Tamatoku Presby Basic seven by

the use of an easy and reliable teaching and learning material.

2
 Research Question

With the purpose of the study deeply embedded in the mind of the researcher, the

following likely questions were identified to aid the study.

1. What interest do pupils of Tamatoku Presby High School exhibit during science lesson?

2. Which factors led to the inability of pupils of Tamatoku Presby Basic seven to answer

questions on the human skeleton?

3. What appropriate teaching and learning material could be employed in the rectification

of the problem?

4. How should the topic be taught to enhance pupils’ performance?

Significance of the Study

The study aims at enhancing the comprehension as well as actively involving pupils in

lessons on the human skeleton by the use of a designed teaching learning material.

Furthermore, the study is aimed at making the lessons on the human skeleton easy for

teachers of Tamatoku Presby Basic seven with the availability of a designed teaching learning

material.

Limitations

In conducting the study, the following limitations were anticipated which undoubtedly

could adversely affect the research which were as follows:

Tuesdays and Fridays where market days, thus, reducing sharply the number of pupils who

were present at school and this actually affected the interventions of the study.

3
 It is also an undeniable fact that pupils’ inability to express themselves fluently in the

Queen’s language was a major setback.

With the teaching practice projects are research work on one hand and the preparation

towards an impending examination on the other taken into consideration the stipulated time to

work within, made the study a Herculean task.

In conclusion, the shuttle between the school of practice on to the college to vet written

work was one tiresome.

Delimitations

Pupils of Tamatoku Basic seven were the main pupils involved in the research and not

the whole school.

The study also focused only on the human skeleton in Integrated Science.

Organization of the Study

The study is categorized into five chapters. The first chapter which captioned introduction

on the background into the study, one reasons that gave rise to the study as well as the purpose

of study. Questions which aided the study, the significance of the study delimitations and

limitations and the organization of the study were all highlighted in the first chapter.

Literature review forms the basis of chapter two which takes a look at the work of other

authors which are relevant to the study in question, reviews and summarizes major findings.

4
 The type of research conducted, selected population, target group, sampling procedures,

methods adopted in data collection connected to the study, intervention processes entails

chapter three, captioned methodology.

The fourth chapter gives account of the research findings or results as well as the analysis or

comprehensive discussion made by the researcher on results obtained.

Chapter five which concludes the whole study brings to light the summary, conclusions and

makes recommendations for more research into the study in question.

5
 CHAPTER TWO

LITERATURE REVIEW

The review of various literatures relevant to the topic under study is what is contained in

this chapter. The researcher in her quest to get a firm grip of the topic in question sampled

current opinions by a number of scholars, authorities, textbooks, periodicals, trade journals so

as to be reconciled to the barest minimum differences in opinion on the topic understudy and

in the final analysis submits a more reliable, accurate and comprehensive work to be

appreciated by all.

The world today has become a small place and is considered a global village because one

can easily be in one country and do a diversity of activities in another due to information and

communication technology; the possibility through Science and Technology.

Many are the researches conducted since time immemorial to find out and invent ways of

easing up work and consequently making life enjoyable for people to live with Science being

the root behind all discoveries made and still being made for progressive advancements of the

cosmos.

Science, as defined by the Oxford Advanced Learners’ dictionary, sixth edition (2000) is

knowledge about the structure and behavior of the natural and physical world, based on the fact

that you can prove for instance by an experiment, an expedient activity which Science can not

do without. Going by the above definition of Science, it is said to be an unfortunate and heart-

rendering situation our nation is facing where the pupils in the basic schools are not encouraged

in any way due to poor teaching methods making pupils not to have even a bit of interest in

venturing into Science related subjects and courses. In effect, the fact that the teaching and

6
learning of science in our basic schools has posed many unimaginable problems, unfortunate as

it may seem, to both teachers and learners alike cannot be over emphasized.

This stems from the fact that appropriate teaching and learning resources that will serve as

first hand materials to learners are non existent. It is believed that learners who are allowed to

handle and manipulate objects during lesson delivery retain what they learn.

The researcher came to a realization that there were no appropriate teaching and learning

materials on the topic “the parts and functions of the human skeleton” which was taught

consequently making pupils perform poorly in the topic.

This prompted the researcher to design a teaching and learning material to help improve the

performance of Tamatoku Presby junior high school basic seven pupils in identifying the parts

of the human skeleton and their functions.

According to an assessment work sheet on the web site [Link]/skeletal.

html, to teach the skeletal system, pupils should be given the opportunity to research and

discuss parts and functions of the skeletal system before the lesson itself begins. It also

explained that, pupils would be more conversant with the parts as they go through the diagram

themselves. The researcher after this can set assessment questions in the form of matching the

parts to their distinct description and functions.

The skeletal system, defined by the Oxford Advanced Learners’ Dictionary sixth edition,

(2000) is all the organs that are associated or connected to or with skeleton.

To make teaching pupils the skeletal system a possibility, a chart showing the skeletal system

should be organized and used by the teacher. This was stated by Dr. S. K Yeboah and J. Kwesi

Ahordjie (2005) in the book “General Science for basic schools”. They expatiated the above by

7
pointing out the fact that, it is expedient for the to point to each of the parts and explain their

functions to the pupils after which assessment is given to pupils.

Adele Faber and Elaine Mazlish (1992) were of the view in their book (skills that invites

kids to co-operate and learn” also stress that the pointing out of the parts as well as reading out

the functions of each should be done by the instructor whiles pupils observe and watch every

action taken after the skeletal system has been drawn on the chalkboard in the classroom.

Crandell et al (1998) in their work “Practical Teaching of General Science” stated that in

teaching the skeletal system, the skeleton for that matter, should be done through a televised

system in which pupils view what the parts do in the system. This they watch on the television

through a compact disc with pupils later instructed to role- play what has been watched.

In 1992, Sheedy Chenile’s literature on the skeletal system showed a discernible

similarity when compared with the preceding reviews. According to her, joining the

disassembled parts in her book, “See Children Act Science” of the skeletal system using a

projector as pupils looked on and after, teach them to role play the functions helped captured

their attention due to the imagery aspect attached to spice up the lesson.

Another school of thought, Barbara H. (1970), said the skeletal system is a very vital

organ in the human system and so needs to be taught well to pupils. Resent researches into the

teaching and learning of science revealed that pupils have little or no knowledge about what

exactly goes on in their body. She further stated that, the failure of pupils to identify and states

the functions of the parts of the skeletal system stems from the fact that, teachers do not make

use of concrete materials or models in delivering the lesson. No process whatsoever has been

given for not using the teaching and learning material.

8
 The skeletal system including the parts and functions should be drawn on the

chalkboard. Pupils should then be given the opportunity to draw distinct parts separately

before being collated to form the whole system. This was an extract from Nyavor C. B et al

(1994) book titled “Teacher and Child”.

Another renowned Scientist Kenneth G. (1973) also made research into the teaching of the

skeletal system. He stated that science in general is an activity based subject which involves

teachers and learners alike in many researches, experiments, calculations, sorting and

measuring. It has been found out that, basic school teachers do not engage pupils in these

activities; hence pupils negative attitudes through no fault of theirs towards the study of

Science.

Kenneth finally suggested the use of a teaching and learning material, in that case a model

to improve pupils’ performance in the identification of the parts and functions of the skeletal

system.

The researcher upon critical review and analysis became quiet skeptical as the above

findings from the literature had some noticeable loopholes as to whether the theories

propounded would really help to improve their knowledge on the topic under consideration.

From the first literature that was reviewed which suggested that pupils research by

themselves,led to the realization that pupils at this stage in certain parts of the world as in

Ghana cannot read well to comprehend thereby rendering them helpless in that situation.

Moreso,another school of thought suggested that the teacher should do all the work by

showing the parts to the pupils and explaining their functions as [Link] method to the

researcher will not help pupils as the teacher doing every thing makes the pupils dormant and

uninvolved in the activities embedded in the lesson.

9
 Besides,science as a concept and process involves a dynamic interaction of rational inquiry

and creative [Link],for children to assimilate and apply it to daily activities that is learnt

calls for experimentation,probing and handling of objects so as to get their doubts cleared as

well as satisfying their curiosity [Link] researcher in the review of the third literature saw that

the instructor monopolized the lesson whilst the kids became receptacles,consequentely erasing

initiative of the latter which could have created a platform for the interplay of ideas from the

kids.

Furtheremore, although the researcher saw in the next lesson that pupils were involved in

the activities,it does not meet a favourable recommendation as not all pupils would have the

opportunity to take part in the role play whilst others may lack the penchant of engaging in it at

[Link],it is only those who played a specific role who are likely to retain what they did.

In a nut-shell, it is an undeniable fact that the possibility of pupils identifying all the parts of

the skeleton is quite slim as they were only allowed to just to draw the separate parts before

being joined together hence giving Nyavor C.B et al proposed method a question mark.

The researcher in trying to bridge this noticeable gabs in the literature reviewed used a

designed model of skeletal system,the human skeleton to be precise with a series of activity to

aid pupils improve their knowledge in the identification of the parts of the human system and

their functions.

This will augment and buoy up pupils to take active part in the lesson and enable them

retain what they themselves have been able to do.

10
 CHAPTER THREE

METHODOLOGY

This chapter unfolds the research design chosen for the study, research instruments which

made it possible for data to be acquired or collected, the population, sample size and the

sampling procedure adopted for a successful research.

It also includes among other things, a thorough and explicit description of a set of planned

and implemented strategies bordering on the problem in question for which the study was

undertaken.

Research Design

The action research design was the choice of the researcher amongst the options offered

since it is a research directed towards finding ways of solving a noticed problem in the most

practical way possible in an immediate environment.

Otherwise stated, it is the on-the-spot procedure designed to deal with concrete problems

located in an immediate situation and this completely suits the researcher as the main intention

is to find a remedy to a group of distinct pupils having problems concerning the study of the

human skeleton.

It is worth noting too that the action research, as it is activity based, makes the final

outcome of the research more real and vivid after the implementation of well planned and

structured procedures thereby erasing completely the abstraction connected to the study. This

actually enables the researcher to decide whether the strategies adopted calls for further

modifications whilst the target group involved benefits also by grasping and comprehending

easily, suggested solutions to the problem studied.

11
 However good the action research may suit the problem understudy, it leaves quite a

noticeable dent in one’s finances as well as the considerable amount of time it requires which

cannot be overemphasized.

Population and Sample Selection

Population

Tamatoku Presby Junior High class seven pupils of which twenty (20) were females and

twenty-three (23) were males totaling forty-three (43) was the population size.

Sample Size

Thirty (30) pupils constituting a subset of the total population of forty-three (43) pupils

were selected for the study.

Sampling Procedure

Purposive sampling was the procedure adopted in the selection of the subjects associated

with the study of the various procedures available. The researcher realized that the afore-

mentioned procedure was more ideal and convenient since it reflected the purpose of the

investigation which basically was to enhance the performance of pupils who failed to provide

appropriate and expected solutions to an exercise during an evaluation lesson on the human

skeleton.

12
Table 3. 1

Marks scored by the pupils are shown below

Marks frequency

0-4 17

5-7 13

8-10 0

Total 30

Research Instruments

In addressing the problem of pupils’ inability to provide the correct solutions to questions

centering on the human skeleton with its functions, the researcher adopted certain techniques

including the use of tools of enquiry like questionnaire, interview and test to acquire

substantive data on the problem.

Questionnaire

The researcher made available questionnaire, an inquiry document containing

systematically a compiled and well organized series of questions direct in nature intended to be

used in eliciting information based on pupils’ inability to perform well in the topic

consequently providing more insight into the nature of the problem understudy and this was

administered using the non-mail approach.

13
 Interview

The permanent class teacher and pupils alike were interviewed by the researcher, a two-

way or one-on-one approach in which there was exchange of ideas, information and suggested

possible ways from the interviewees on how the subjects could be delivered by teachers which

will undoubtedly lead to an improvement in pupils’ performance on the existing problem.

Test

In the researchers’ bid to know the severity of the problem, the researcher with the help of

her mentor conducted a test for selected pupils in the class. The test was conducted prior to the

intervention. The researcher administered questions which pupils were not able to provide

solutions to the problem based on the lesson taught just to know the actual angle or area where

the problem stemmed from and could also be tackled prior to the intervention.

Different questions exhibiting the same difficulty level as the first one was administered to

evaluate the success of the intervention used by the researcher.

As a resume of all the techniques employed, these were the researcher’s observations:

I. Pupils had misconception about the subject Science.

II. Teachers poor attitude portrayed towards the subject.

III. Teachers failure to use teaching and learning materials in teaching.

IV. Poor method adopted by the teacher in handling the topic concerned.

The researcher with the quantitative information gathered proceeded further to

research, plan and strategize ways to rectify or reduce to the bearest minimum possible, the

problem identified.

14
 Interventions

The pupils were helped to overcome their problem encountered by the implementation of

planned and strategized activities connected to the problem by the researcher. Requisite steps

were taken based on the rectification of the recognized problem and were categorized into three

distinct stages so to speak

Pre-Intervention

The researcher in her quest to know the severity of the problem administered a test with

the outcome yielding extremely low results basically nothing to write home about. The sample

of the test items pupils took are as follows:

1. Mention the two main types of skeletons.

2. Which parts of the skeleton supports the neck and allows rotation and nodding?

3. Which bone in the skeleton protects the brain?

Intervention

The researcher used a designed teaching learning material in teaching the same lesson.

Pupils previous knowledge on the topic were revised leading to the researcher adopting the

expository method in imbibing into pupils’ knowledge concerning the bones in the body again

with each having its distinct role that it plays to aid co-ordination as well as maintain stability

in the body.

The model of the human skeleton without names of the parts was posted on the

chalkboard and at each point in time, the names of the parts were slotted into spaces carved for

15
just such a purpose until all the parts were exhausted as pupils looked on with the discussion

method being the technique adopted in this case by the researcher.

The researcher in her quest to know whether the lesson had been well comprehended,

removed all the names from the spaces carved and gave pupils the chance to slot them in during

the session of questions and answers in groups of two.

Post-Intervention

To serve as an affirmation that the pupils have really understood the lesson and could

mention the exact bones located in the various parts of the body even in the absence of the

model they were made to undergo another evaluation exercise administered by the mentor and

the researcher.

Some of questions forming the evaluation exercise are below:

1. State any five parts of the human skeleton.

2. Which bone in the human skeleton protects the spinal cord?

3. Write the functions of the following bones in the human skeleton

i. Skull

ii. Rib cage

iii. Vertebral column

This actually led to the comparison of the pre-intervention and post-intervention test results

after the evaluation exercise and it was observed that the performance of pupils on the topic

understudy had improved tremendously.

16
 CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

Statistical representation of the outcomes and results obtained associated with the various

research instruments mentioned earlier on forms this chapter. Interpretation of results and

findings is also inclusive.

Ten (10) teachers and twenty (20) pupils were involved in the data collection process with

the frequency distribution table, pie chart, bar chart alongside the percentage been the statistical

tools employed in showing the responses obtained.

Research Questions

The research questions which served as a guide to the collection of data from the

respondents by the researcher include the following stated below:

1. What attitudes do pupils exhibit towards the study of Science at Tamatoku Presby

Junior High School?

2. What are the causes of pupils’ inability to answer questions on the human skeleton at

Tamatoku Presby Basic seven class?

3. What appropriate teaching and learning material will be employed in addressing the

problem of pupils’ poor knowledge in Science?

4. How should the topic taught to enhance pupils’ performance?

17
Table 4.1

Attitude of pupils of Tamatoku Junior High Basic seven towards Science

Responses Frequency Percentage

Science is difficult to comprehend 8 40

Science is interesting 4 20

Science is meant for the brilliant 2 10

Since is complex in nature 6 30

Total 20 100

The table records the attitude or perception pupils numbering twenty(20) portray towards

science as a subject.

Eight(8) pupils representing forty percent in their opinion see science as a discipline difficult to

[Link](4) pupils representing twenty percent admitted that science is an interesting

[Link](2) pupils representing ten percent said science was meant for those who were

brilliant. Six(6) pupils representing thirty percent said science was a complex subject thus not

worth studying.

18
Table 4. 2

Causes of pupils inability to answer questions on the human skeleton.

Responses Frequency Angle

Teacher not using T.L.M 7 126

Unclear instructions given by the teacher 3 54

Teachers use of difficult expressions 4 72

Inattention of pupils during lesson delivery 5 90

No response 1 18

Total 20 360

PIE CHART
Teacher not using T.L.M
Unclear instructions given by teacher
18
Teachers’ use of difficult expressions
Inattention of pupils in delivery
No Response
90 126

72
54

Five (5) teachers and pupils numbering fifteen (15) of Tamatoku High Basic Seven were

interviewed concerning the questions as reflected in the table.

Seven (7) pupils representing an angle of one hundred and twenty-six (26) degrees on the

chart attributed the problem to teacher’s inability to use teaching and learning material in

19
teaching hence making the lesson an abstract one. Three (3) pupils measuring fifty-four (54)

degrees from the pie chart stated emphatically that teachers gave unclear instructions during

lesson delivery resulting in a lot of confusion since the lesson lacked clarity.

Exactly four (4) respondents representing seventy-two (72) degrees said that the use of

difficult expressions or vocabularies which were way above their level of comprehension

instead of the use of words apar with their cognitive development made it extremely difficult

for the lesson to be understood.

Meanwhile, five (5) teachers measuring ninety (90) degrees on the pie chart said incomplete

attention from pupils during lesson delivery made it impossible for them to understand.

Only one (1) respondent measuring eighteen (18) degrees, the last sector of the pie chart

gave no response at all.

Table 4.3

What appropriate teaching and learning material could be employed in addressing the problem

of pupils poor knowledge in Science.

Response Frequency Percentage

The u se of a designed teaching learning

Material on human skeleton 8 80

No response 2 20

Total 10 100

According to the table four (4), eight (8) respondents consisting six (6) pupils and two (2)

teachers admitted without any coercion that, the readily available teaching learning material on

20
the human skeleton would undoubtedly lead to noticeable improvement in pupils’ performance

when used consistently in lesson delivery. This represented eighty (80) percent whilst two

respondents representing twenty (20) percent gave no response when interviewed by the

researcher.

Table 4.4

How should the topic be taught to enhance pupils’ performance?

Responses Frequency

Use of simple expressions in lesson delivery by teachers 3

Lesson should be activity-based 8

The use of teaching materials by teachers in lesson presentation 10

Employment of clear and simple instructions by teachers in teaching 9

Total 30

21
 12

10

8
FREQUENCY

0
M N O P
RESPONSES

The pictorial bar graph above shows suggested ideas, views and ways put across on

how the topic should be taught to make the improvement of pupils’ performance a reality.

Three(3) pupils represented by the letter ‘M’ said that, the use of simple language which

suits their level of thinking and comprehension would enhance their performance to a large

extent. Lessons, when activity-based in nature according to eight (8) pupils would have a

positive impact on their performance and is represented by the letter ‘N’.

Moreso, ten (10) pupils represented by the letter ‘O’ were of the view that, there would be a

tremendous improvement in their performance should a teaching learning material be employed

in lesson delivery. Instructions, clear and simple from teachers in connection with the lesson

taught according to nine (9) pupils’ will enhance the performance as represented by letter ‘P’.

22
Table 4.5

Results of pre-intervention test

Marks Frequency Percentage (%)

4 3 15

3 4 20

2 2 10

1 5 25

0 6 30

Total 20 100

Three (3) pupils, out of the expected marks of ten (10), scored four (4) representing fifteen

(15) percent from the table above. Four (4) pupils representing twenty (20) percent obtained

three (3) marks. Marks two (2), one (1) and zero (0 ) were scored by two (2), five (5) and six

(6) pupils corresponding to ten percent, twenty percent and thirty percent respectively thereby

portraying more vividly, the severity of the problem noticed.

23
Table 4.6

Results of post intervention test

Marks Frequency Percentage (%)

10 6 30

9 5 25

8 4 20

7 2 10

6 3 15

Total 20 10

From the table, ten (10) marks was scored by six (6) pupils representing thirty (30)

percent. Five (5) pupils representing twenty-five percent scored nine (9) marks out of ten (10).

Nine (9) pupils, of which four (4) scored eight (8) marks, two (2) scored seven (7) marks and

three (3) scored six (6) marks having twenty percent, ten percent and fifteen percent as their

corresponding percentages.

The post- intervention pre-intervention test results indicated a significant and appreciable

improvement in pupils’ performance after the analysis.

24
 Discussion

The responses received from the respondents through the research instruments adopted in

lieu of the data collection procedure produced results necessitating a discussion obviously.

From table two, all responses pointed to the fact that pupils had a misconception about the

subject when the researcher tried to gauge their attitude towards the subject. Teachers

demystifying the subject through the use of their immediate environment or surrounding would

go a long way to curb the problem.

Table three which comprised responses from both pupils and teachers indicated that,

teachers delivering lessons in abstract coupled with the use of expressions beyond their level of

comprehension buttressed with unclear instructions led to their poor performance, the former

admitted whilst the latter on the other hand testified that, inattention fuelled the problem.

These came up when the researcher was finding out the causes of pupils’ inability to provide

appropriate answers to questions posed on the human skeleton.

Responses obtained indicated that, the greater percentage of pupils were in favor of the use

of a designed teaching learning material since its absence seems to form the pith and core of the

problem in question as illustrated in table four.

The final table dealt with the responses based on the question how the subjects should be

taught to improve pupils’ performance. The analysis drawn eventually boiled down to two

glaring facts which were teachers’ non-commitment or negative attitude towards the subjects as

well as the absence of a teaching learning material giving rise to other attendant problems after

the screening of all the responses.

25
 The intervention strategies carefully and systematically planned were implemented based

on the data collected yielding mouth gaping results and was posited to after the comparison of

the pre-intervention and post-intervention.

26
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

INTRODUCTION

This chapter paraphrases the study undertaken. Also included in this segment are the

recommendations for further delving into by people interested in the study as well as

suggestions for a wider adoption.

Summary

Tamatoku Presby Junior High School is the basic school where the research was

conducted. The researcher was faced with the realization that basic seven pupils of the afore-

mentioned school had a problem with the comprehension of the human skeleton thereby

adversely affecting the evaluation lesson.

The researcher in her quest to know the severity of the problem and the variables which

gave rise to the situation employed instruments such as questionnaire, interview and test which

provided startling results. The substantive information and data obtained in effect were

thoroughly scrutinized. This development invariably led to the conclusion that teachers’ failure

to use teaching learning materials in lesson presentation and also the use of difficult

expressions way above pupils level of understanding far out weighed all the other factors that

contributed to the problem as they were peanuts in comparison.

The designed teaching learning material on the human skeleton together with a carefully

planned and strategized activities were put in place as a way of correcting the diagnosed

problem which revealed a tremendous improvement from the post-intervention results.

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 Conclusion

Undoubtedly, the critical scrutiny and analysis of results from the activities in the post-

intervention stage and other subsequent exercises proved beyond doubt that pupils’

performance as far as the lesson on the human skeleton was concerned had improved

remarkably.

The designed teaching learning material used, served the purpose for which it was made so

well that all teachers and pupils alike posited.

Based on that, all and sundry in these noble profession of ours are entreated to extensively

use these teaching learning material at their disposal to make teaching and learning an

enjoyable activity for both parties.

Recommendations

Ignorance according to ‘Ralph Barton Perry” deprives men of freedom as its presence

blinds them to what alternatives they are and that all of us have been victims of this cannot be

overemphasized. In whittling this canker calls for the help of everybody begining from the top

most hierarchy to the lowest as each individual role has its distinct benefit when efficacious

enough.

Worth considering, therefore, are the following broad based suggestions to all those who

share and hold the same view that education must be prioritized above other sectors if Ghana is

to develop progressively.

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a. Teaching Learning Materials

Educational institutions of all levels should have enough teaching and learning materials

which will augment the lessons delivered thereby ensuring easy comprehension by pupils.

b. Education and Awareness

Sensitization and creation of awareness about the benefits and vast opportunities embedded in

education should reach the doorsteps of the inhabitants of all towns, villages, cities especially

that of Tamatoku.

c. Provision of a Resource Center

Maya Day, a great philosopher-in her book “Go and Owe no More” said that “behavior is

an invisible thread at the beginning but a continual repetition of the same act under the right

conditions are environment strengthens the strands till it becomes physical and completely

unbreakable…” The Tamatoku community should therefore, consider it as a matter of urgency

to make available in Science Resource Center where pupils on their own initiative can

experiment to find answers to their nagging problems as well as satisfying their curiosity

leading consequently to an indepth knowledge and understanding with a very unlikely

possibility of forgetting. Pupils as a matter of fact may even develop love for Science as a

discipline out of this.

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d. The Education Empire

The government in recapitulation, the education sector being the locus of interest

should try as much as possible to erase the parochial attitude and behavior portrayed

towards education since the cosmos, contemporary as it is today is full of cosmopolitan

people hence ways of doing things change daily. They should, therefore, exude

commitment and competency by embracing in totality all disciplines, Science in this case

by laying down strategic plans and seeing to its materialization.

Suggested Areas for further Study

The total make up of the human body should be further researched into by any

interested person.

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 REFERENCES

Adele, F. and Elaine, M. (1992). Skills That Invites Kids to Co-operate, New York,

Rawson, Wade Publishers Inc.

Barbara, H. (1970), Human Anatomy, (2nd edition). Edinburgh, Churchill Livingstone.

Crandel et al (1998). Practical Teaching of Integrated Science, New-York, Springer Vertag.

Eldon, D. (2005). Concepts in Biology (10th edition), New-York, Macnow-Hill.

Martini, F. (2004). Fundamentals of Anatomy, (6th) edition). New Jersey, Prentice Hall.

Nyavor et al (1994). Teacher and Child. New York: Avon Books.

Sheedy, C. (1980). See Children Act Science. Lexington, Mass: Lexington Books.

Tortora, G. (2003). Principles of Anatomy and Physiology. New Jersey: John Wiley and

Sons.

Waugh, A. (1973).Anatomy and Physiology (4th edition). Edinburgh: Churchill Livingstone

Yeboah, S. and Ahordjie, A. (2005). Integrated Science for Primary Schools. Accra:

Macmillan

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 Lesson Note used in the intervention

School: Tamatoku Presby Reference: C.R.D.D., (2007), J.H.S. Mathematics Syllabus Page 20

Class: Basic Seven Mary Nathan and E.M. Wilmot, (2005), Mathematics for J.S.S. Page 132

Subject: Mathematics No. on Roll: 43

Day/Duration Topic/Sub-topic Objectives/R.P. T.L.M / T. L.A Core-Points Evaluation/

K Remarks

DAY TOPIC R.P.K T.L.M.

Wednesday The Human Skeleton Pupils see bones in A designed model of the human

DATE fishes and meat skeleton

-What is the
2-04-2008 they eat.
human
OBJECTIVES INTRODUCTION
skeleton?
DURATION By the end of the Teacher adopts the question and
-Mention five
70 minutes lesson, the pupil answer method in revising pupils
bones which are
will be able to: previous knowledge
found in the
Qt. Mention some of the things you
human skeleton.
see and throw away whilst eating
-State the
fish or meat

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 Expected answer: Bones, stone, fat. function of the

following:

ACTIVITY 1 -Skull

Teacher uses the demonstration -Rib cage

3.1.1 mention at method in teaching pupils what the The Human Skeleton -Radius

least five bones in skeleton is and the various parts that This is the basic framework -Wrist bone

the body forms the skeleton using the inside anybody made from

designed model of the human structures called bones.

skeleton posted on the chalkboard.

-Teacher guides pupils to mention

some of the bones find in the human Types of bones in the

body. Human body

Skull, Pelvic bone, wrist

bone, knee cap, neck,

vertebra, radius

ACTIVITY 2

Pupils in groups of two slots into

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 spaces created on the model, the

3.1.2 locate the names of specific bones into the Functions of bones in the

parts of the body distinct spaces indicated by the human skeleton

where distinct teacher using the question and Skull: it encloses and

bones can be found answer method. protects the brain and the

and explain the sense organs.

functions of at Jaw bone: allows the

least three bones movement of the mouth and

easy chewing.

Rib cage: protects the heart

Remarks
and lungs.
Lesson was
Neck vertebra: allows the
successful
movement and rotation of

head and nodding

CLOSURE

Teacher summarizes the lesson

based on the main ideas through

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questions and answers. APPLICATION

A friend of yours is

suffering from a fracture.

How will you help him?

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