Effect of REACT Strategy on Senior High School Students’ Achievement in Protein Synthesis

Boateng Reindolf Frimpong¹, Charles Amoah Agyei^2, and Mohammed Shakibu²

¹Department of Science, Sekyedumase Senior High and Technical School, Ghana

²Department of Integrated Science Education, Appiah-Menkah University of Skills Training and Entrepreneurial Development, Mampong-Asante, Ghana

Cite this paper:
Boateng Reindolf Frimpong, Charles Amoah Agyei and Mohammed Shakibu. Effect of REACT Strategy on Senior High School Students’ Achievement in Protein Synthesis. American Journal of Educational Research. 2023; 11(9):620-627. doi: 10.12691/education-11-9-11

Abstract

The drive to increase student achievement in the sciences has recently been on high alert. This has brought to light how instructors implement the curriculum materials. Several ways have been proposed as potential solutions to students' low learning achievement in the sciences. REACT instructional strategy is one strategy that is gaining traction in the literature as a way of successfully teaching scientific ideas and maximizing students' learning. This research sought to explore the effectiveness of the REACT instructional strategy on students’ achievement in genetics concepts in Ghanaian senior high schools. The sample size for the study was 55 students. Explanatory sequential mixed method was utilized in the research. Results indicate that REACT group students outperformed those in the conventional approach, and the difference in performance was significant. Furthermore, there was a significant difference between high achievers and low achievers in favour of the high achievers. It is recommended that biology instructors should teach protein synthesis using the REACT instructional strategy.

Keywords:
REACT strategy conventional approach protein synthesis

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