Improving Home Economics Students’ Interest in Biology: The Influence of Certain Effective Teachers’ Classroom Management Practices
Downloads
Studies have shown that teachers’ classroom management practices play a significant role in ensuring effective education and maintenance of students’ interest. Thus, the purpose of this study was to investigate the influence of students’ perceptions of some teachers’ Classroom Management Practices on their Interest in Biology. Students’ Interest in Biology (SIB) and Teacher Classroom management Practices (TCMP) questionnaires were used to collect data from 331 Biology students selected from seven schools from the New Juabeng Municipality of the Eastern Region of Ghana. Students’ interest in Biology was found to be generally moderate. Task orientation, equity and teacher support were often perceived. A positive moderate significant correlation between SIB and TCMP was also recorded. Task orientation and differentiation were found to be very good predictors of SIB. It was recommended that SHS Biology teachers should take steps to orient students well on tasks and use differentiated approaches in teaching.
Downloads
Ainley, M. D., Hillman, K., & Hidi, S. (2002). Gender and interest processes in response to literary texts: Situational and individual interest. Learning and Instruction, 12,411–428.
Ainley, M., & Ainley, J. (2011). Student engagement with science in early adolescence: The contribution of enjoyment to students’ continuing interest in learning about science. Contemporary Educational Psychology, 36(1), 4–12. https://doi.org/10.1016/j.cedpsych.2010.08.001
Ainley, M., Hidi, S. & Bendorf, D. (2002). Interest, learning and the psychological process that mediate their relationship. Journal of Educational Psychology, 94(3), 545-561. Approach on learning and motivation in context.
In Volet, S. and Järvelä, S. (Eds.), Motivation in learning contexts: Theoretical advances and methodological implications (pp. 3-14). London: Pergamon/Elsevier.
Asamoah, D. Y. & Aboagye, G. K. (2019). Integration of practical work into teaching and learning of physics at the senior high school level. The Oguaa Educator, 13, 52–69. DOI: 10.13140/RG.2.2.28108.23688
Bozkurta, E. & Ilik, A. (2010). The effect of computer simulations over students’ beliefs on physics and physics success. Procedia Social and Behavioral Sciences, 2, 4587–4591 Ltd.doi:10.1016/j.sbspro.2010.03.735 online at www.sciencedirect.
Buabeng, I., & Ntow, D. F. (2010). A Comparison study of students’ reasons/views for choosing/not choosing physics between undergraduate female non-physics and female physics students at University of Cape Coast. International Journal of Research in Education, 2(2), 44-53. 31
Buabeng, I., & Ntow, D. F. (2010). A Comparison study of students’ reasons/views for choosing/not choosing physics between undergraduate female non-physics and female physics students at University of Cape Coast. International Journal of Research in Education, 2(2), 44-53.
Buabeng, I., Ossei-Anto, T. A. & Ampiah, J. A. (2014). An Investigation into Physics Teaching in Senior High Schools. World Journal of Education, 4(5); 40-50.
Buabeng, I., Ossei-Anto, T. A. & Ampiah, J. A. (2014). An Investigation into Physics Teaching in Senior High Schools. World Journal of Education, 4(5); 40-50.
Burke, A. (2011). Group Work: How to Use Groups Effectively. The Journal of Effective Teaching, 11(2), 87-95. Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (5th ed.). London: Routledge Farlmer Publishers.
Creswell, J. W. (2012). Educational Research: Planning, conducting and Evaluating educational Research (4th ed.). Boston, MA: Pearson Education Inc.
Deci, E. L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum. Development, ed. J. Heckhausen, (London: Elsevier), 109–208.
Djudin, T. (2018). The effect of teaching method and lecture program onstudents’ satisfaction rates and academic achievement. Journal of College Teaching and Learning 3(1), 121-128. educational-psychological approach,” in Motivational Psychology of Human
Egeberg, H. & McConney, A. (2019). What do students believe about effective classroom management? A mixed-methods investigation in Western Australian high schools. Australian Educational Research, 45, 195-216. https://doi.org/10.1007/s13384-017- 0250-y 32
Evertson, C. M. & Weinstein, C. S. (Eds.) (2006). Handbook of classroom management. Research, practice, and contemporary issues. Mahwah, NJ: Larence Erlbaum Associates, Inc. Handbook of Wise Interventions: How Social-Psychological Insights Can Help Solve Problems Project: Build Connections.
Harackiewicz, J. M. & Hulleman, C. S. (2010). The Importance of Interest: The Role of Achievement Goals and Task Values in Promoting the Development of Interest. Social and Personality Psychology Compass 4(1), 42–52. 10.1111/j.1751- 9004.2009.00207.
Harackiewicz, J. M. & Hulleman, C. S. (2010). The importance of interest: the role of achievement goals and task values in promoting the development of interest. Social and Personality Psychology Compass 4(1), 42–52. 10.1111/j.1751- 9004.2009.00207.
Harackiewicz, J. M., & Elliot, A. J. (1993). Achievement goals and intrinsi motivation. Journal of Personality and Social Psychology, 65, 904–915.
Harris, K.-L., & Farrell, K. (2007). The science shortfall: An analysis of the shortage of suitably qualified science teachers in Australian schools and the policy implications for universities. Journal of Higher Education Policy and Management, 29(2), 157–171.
Hasni, A. (2015). Student’s Interest in Science and Technology and its Relationships with Teaching Methods, Family Context and Self-Efficacy. International Journal of Environmental & Science Education,10(3), 337-366
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London; New York: Routledge.
Hazari, Z., et.al. (2017). Interest in STEM is contagious for students in biology, chemistry, and physics classes. Science Advances, 3(8), 1–12.
Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp.151- 182). Hillsdale, NJ: Erlbaum.
Hidi, S. (1990). Interest and Its Contribution as a Mental Resource for Learning. Review of Educational Research, 60, 549-571. http://dx.doi.org/10.3102/00346543060004549
Hidi, S., and Renninger, K. A. (2006). The four-phase model of interest development. Educ. Psychol. 41, 111–127. doi: 10.1207/s15326985ep 4102-4
Hongsa-Ngiam, A. (2006). An investigation of physics instructors' beliefs and students' beliefs, goals and motivation for studying physics in ai Rajabhat universities. Journal of Social Sciences and Education Research, 2 (1), 40- 54. Retrieved from https://ro.ecu.edu.au/theses/35
Hullemam, C. & Harackiewicz, J. M. (2015). The utility-value intervention. In book: Hyde, J. S. (2014). Gender similarities and differences. Annual review of psychology, 65, 373– 398.
Ivowi, U. (2001). Role of Teachers in Motivating Students’ Interest in Scienceand Mathematics. IICBA–Newsletter, 3(1), 1-7. Retrieved from http://unesdoc.unesco.org/images/0023/002315 /231596e.pdf
Kahu, E., Nelson, K. & Picton, C. (2017). Student interest as a key driver of engagement for first year. Student Success students 8(2), 55-66.
Kiruki & Orodho (2015). Infleunce of Students and Teachers Attitudes on Students’ Enrollment in Physics in Secondary Schools in Imenti South Constituency, Meru County, Kenya. Journal of Humanities and Social Science 20(4), 1-11.
Koller, O., Baumert, J. Schnabel, K. (2001). Does interest matter? The relationship between academic interest and achievement in mathematics. Journal for Research in Mathematics Education, 32(5), 448-470. DOI: https://doi.org/10.2307/749801
Korpershoek, H.,Harms, T., De-Boer, H., Kuijk, M. V.& Doolard, S. (2014). Effective classroom management strategies and classroom management programs for educational practice. GION onderwijs/onderzoek ISBN 978-90- 367-7530-4
Koul, R. B., & Fisher, D. L. (2005). Cultural background and students’ perceptions of science classroom learning environment and teacher interpersonal behaviour in Jammu, India. Learning Environments Research (8), 195–211. DOI: 10.1007/s10984-005-7252-9.
Krapp, A. & Prenzel, M. (2011). Research on interest in science: Theories, methods and findings”. International Journal of Science Education, 33(01), 27-50.
Krapp, A. (1999). Interest, motivation and learning: an educational psychological perspective. Eur. J. Psychol. Educ. 14, 23–40. doi: 10.2307/23420114
Krapp, A. (2002). An educational-psychological theory of interest and its relation to SDT. In E. L. Deci & R. M. Ryan (Eds.), Handbook of Self-Determination Research, 405–427. University of Rochester Press.
Krapp, A. (2005). Basic needs and the development of interest and intrinsic motivational orientations. Learn. Instr. 15, 381–395. doi: 10.1016/j.learninstruc. 2005.07.007
Krathwohl, D. R., Bloom, B. S., & Masia, B. A. (1964) Taxonomy of educational objectives: handbook II: the affective domain, New York: David MacKay Co.
Kunter, M., Baumert, J. & Köller, O. (2007). Effective classroom management and the development of subject-related interest. Learning and Instruction. 17. 494- 509. 10.1016/j.learninstruc.2007.09.002.
Laad, M. (2011). Causes Responsible for Declining Interest of Students in Learning Physics at Higher Level: An Indian Perspective. International Journal of Pure and Applied Physics, 7 (2), 151-158.
Laal, M., Naseri, A. S., Laal, M., & Kermanshahi, Z. K. (2013). What do we achieve from learning in collaboration? ScienceDirect, 93, 1427-1432. Lavonen, J., Byman, R., Juuti, K., Meisalo, V., & Uitto, V. (2005). Pupil Interestn Physics: A Survey in Finland. Nordina, (2), 1-14.
Lavonen, J., Byman, R., Juuti, K., Meisalo, V., & Uitto, V. (2007). Pupil Interestin Physics: A Survey in Finland. Nordina, (2), 1-14.
Lepper, M. R., & Henderlong, J. (2000). Turning “play” into “work” and “work” into “play”: 25years of research on intrinsic versus extrinsic motivation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance, pp. 257–307. San Diego, CA: Academic Press.
Mitchell, E. (2015). An exploration of girls' attitudes to science and the barriers to selectingA-level physics. Thesis submitted in part- fulfilment of the requirements for the degree of Master of Education of the University of Cambridge, Faculty of Education.
Mitchell, M. (1993). Situational interest: Its multifaceted structure in thesecondary school mathematics classroom. Journal of Educational Psychology, 85(3), 424– 436. https://doi.org/10.1037/0022-0663.85.3.424 National Council for Curriculum and Assessment
Morgan, M. A. (2021). Influence of teachers’ classroom management practices on students’interest in Physics. Unpublished Master’s thesis, Department of Science Education, University of Cape coast.
Morgan, M. A. & Aboagye, G. K. (2022a). Students’ interest in Physics by gender,school type and programme of study. International Journal of Research and Innovation In Social Science, 6(3), 591-601.
Morgan, M. A. & Aboagye, G. K. (2022b). Teachers’ classroom management
practices: Predictors of students’ interest in physics. International Journal of Research and Innovation in Social Science, 6(9), 643-655.
Morgan, M. A., Asare, J., Asare, E. S. & Doku, B. C. (2023a). Effect of Home Economics students’self-efficacy and perception of teachers social learning environment management practices on their interest in integrated science. Journal of Education and Practice, 14(4), (In Press).
(NaCCA) (2019). Science curriculum for primary schools (Basic 4-6). Ministry of Education: Accra, Ghana.
OECD (2012), Equity and Quality in Education: Supporting DisadvantagedStudents and Schools, OECD Publishing. http://dx.doi.org/10.1787/9789264130852-en
Oon, P. T. & Subramaniam, R. (2013): Factors Influencing Singapore Students' Choice of Physicsas a Tertiary Field of Study: A Rasch analysis, International Journal of Science Education, 35(1), 86-118.
Rotgans, J. I. (2015). Validation study of a general subject-matter interestmeasure: the individual interest questionnaire (IIQ), Health Professions Education,1(1), 67-75. https://doi.org/10.1016/j.hpe.2015.11.009.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
Sang, G., Jyh Chong, L. • Ching, S. C., Yan, D. and Chin Chung, T. (2018).Teachers’ actual and preferred perceptions of twenty-first century learning competencies: a Chinese perspective. Asia Pacific Education Review (19); 307–317. https://doi.org/10.1007/s12564-018-9522-0
Sansawal, S. (2019). Does Instructor Support Correlates to Task Orientation inHigher Education Students? An Explanatory Study. Journal of Arts & Humanities, 8(6), 37 46-56.
Schiefele, U. (1991). Interest, learning, and motivation. Educational Psychologist, 26, 3–4.
Schiefele, U. (2009). Situational and individual interest. In K. R. Wenzel & A. Wigfield (Eds.),Educational psychology handbook series. Handbook of motivation at school 197–222). Routledge/Taylor & Francis Group: New York.
Schraw, G., Flowerday, T., & Lehman, S. (2001). Increasing situational interest in the classroom. Educational Psychology Review, 13(2), 211– 224.
Sheldon, K. M. & Lyubomirsky, S. (2007). Is It Possible to Become Happier? (And If So, How?). Social and Personality Psychology Compass, 1/1, 129–145.
Sidelinger, R. J. (2010). College Student Involvement: An Examination ofStudent Characteristics and Perceived Instructor Communication Behaviors in the Classroom. Communcation Studies, 61(1), p.87-103. theoretical considerations from an ontogenetic perspective. Learn. Instr.,
Volet, S.E., & Järvelä, S. (2001). Motivation in Learning Contexts: Theoretical Advances and Methodological Implications. 3-14. London: Pergamon/Elsevier.
WAEC. (2005). Chief examiner report. Accra: WAEC Press.
WAEC. (2006). Chief examiner report. Accra: WAEC Press.
WAEC. (2008). Chief examiner report. Accra: WAEC Press.
WAEC. (2009). Chief examiner report. Accra: WAEC Press.
WAEC. (2010). Chief examiner report. Accra: WAEC Press.
WAEC. (2017). Chief examiner report. Accra: WAEC Press.
Weinstein (Eds.), Handbook of classroom management. Research, practice, and contemporary issues, 309-341. New York / London: Lawrence Erlbaum Associates.
Williams, C., Stanisstreet, M., Spall, K., Boyes, E., & Dickson, D. (2003). Why aren’t secondary students interested in physics. Physics Education, 38(4), 324–329. 39
Copyright (c) 2023 Messiah Abeku Morgan, Beatrice Chrayoe Doku, Endurance Serwah Asare, Janet Dansoah, John Kanamintie Nartey, Nelly Manteaw
This work is licensed under a Creative Commons Attribution 4.0 International License.
