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Nelly Adjoa Sakyi-Hagan

· University of Education, Winneba

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Nelly Adjoa Sakyi-Hagan is a registered researcher in their academic field.

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Recent Publications

2 research works linked to this profile

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Science Education and Pedagogy, Innovative Teaching Methods, Education and Critical Thinking Development · 2021 · EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES

Effect of Practical Work on Physics Learning Effectiveness: A Case of a Senior High School in Ghana

Victor Antwi, Nelly Adjoa Sakyi-Hagan, Fortune Addo-Wuver, Bismark Asare

This study investigated the effect of practical work on students’ academic achievement, acquisition of scientific process, skills and attitudes towards the study of selected topics in electricity. Fifty (50) Form Two Physics students from a Senior High Technical School in the Kwaebibirem Municipal of the Eastern Region of Ghana participated in the study. Instruments used to collect data included a student learning evaluation form, questionnaire and pre-and-post-intervention tests. Data was analysed using descriptive statistics and Microsoft Excel 2010 Computer Software. The findings indicated that the students’ academic performance were enhanced, they acquired important scientific process skills needed for science practical work and developed positive attitudes towards science practical work. The study recommended that Physics teachers should adopt practical work as a teaching technique and as well be encouraged to teach concepts alongside with practical activities.

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Innovative Teaching and Learning Methods, Education and Technology Integration · 2020 · EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES

Comparative Effect of Cooperative Learning on Students’ Performance in Mechanics Concepts: A Case of Two Secondary Schools in Berekum Municipality, Ghana

Eric Appiah-Twumasi, Victor Antwi, Ishmael Kwesi Anderson, Nelly Adjoa Sakyi-Hagan

The study sought to establish differences in the effect of cooperative learning strategy with and without the instructional manual on the Senior High School students’ performance in Mechanics concepts in Physics in the Berekum Municipality, Ghana. The research design employed in this study was the experimental using the pretest and posttest equivalent control group design. A sample of 93 SHS 2 students, drawn from two intact classes was used. An instrument known as Mechanics Concepts Test (MCT) was employed in data gathering. Mean score, standard deviation; t-test, mean gain and effect size analysis were used to answer the research questions, while the independent sample t-test was used to test a hypothesis. The results revealed that students taught using the cooperative learning strategy with the instructional manual performed significantly better in the Mechanics Concepts Test (MCT) than those taught using the cooperative learning strategy only. Therefore, it is recommended that physics teachers should use the cooperative learning strategy along with the instructional manual in order to enhance the performance of students in secondary schools.

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