This study was a pretest and posttest experimental research design which set out to investigate the impact of an Instructional model (Ekwale Ada’s Instructional Model) on the application of biotechnology knowledge by high school students in the Anglophone Subsection of Education in Cameroon. That is to investigate whether students taught with the Ekwale Ada’s Instructional Model for Biotechnology Knowledge Application exhibit a higher level of critical thinking in biotechnology than students who were taught without the model (traditional methods of teaching). The Ekwale Ada’s Instructional Model for Biotechnology Knowledge Application was an instructional package which integrated Inquiry based learning (Hands on), collaborative learning (Cooperative learning), Demonstrations, increase in the length of time learners are engaged in activities, Scaffolding and Remediation. The target population was upper sixth science students in the Anglophone Subsection of Education in the North West Region, South West Region, and some displaced upper sixth science students from North West and South West Regions into the Littoral Region for the 2018/2019 academic year.The researcher constructed a Biotechnology Application Test (BAT) in the form of a pretest and a post test. These tests contained three sections: An MCQ section, a short answer section and a section in which practical activities were carried out.The indicator of biotechnology knowledge application was critical thinking in biotechnology. For critical thinking, the researcher created an inventory for the respondent to go through which covered problem identification (knowledge); understanding the situation of the problem (comprehension); gathering of facts to solve the problem (application); discussions of the causes of the problem (analysis); a decision on how to solve the problem (synthesis) and resolution of the problem (take action). The researcher then created a five point inventory scale to grade the critical thinking activities which ranged from excellent (5 marks); Good (4 marks); average (3 marks); below average (2 marks); and poor (1mark).The students who were taught with the Ekwale Ada’s Instructional Model for biotechnology knowledge Application (experimental group) scored higher in critical thinking than those who were taught with traditional methods (control group) with a calculated independent t test value of 67.02 for the experimental group and 1.05 for the control group with a critical t-value of 1.96 at 0.05 level of significance with 70 degrees of freedom. The sample of the study was 72 upper sixth science students who offer biology (36 students for the experimental group and 36 students for the control group). Out of the 36 students from both the experimental and control groups, 18 were males and 18 were females making a total of 36 males and 36 females for the whole experiment. The sample was obtained from one government school, one mission school and one lay private school in each region. In the North West Region, 24 students were sampled 12 males and 12 females (08 from GBHS Bayelle, 08 from St Paul High School Nkwen and 08 from St Michael’s High School). 24 students were sampled in the South West Region 12 males and 12 females (08 from GHS Buea, 08 from Baptist High School Buea and 08 from Frankfils Comprehensive High School Buea). In the Littoral Region, 24 displaced students 12 from the North West Region and 12 from the South West Region were sampled 12 males and 12 females (08 from GBHS Bonaberi, 08 from PHS Douala and 08 from Mother Theresa College Bonaberi Douala). Therefore the sample was 72 individuals (36 for the experimental group and 36 for the control group).The study was an experimental study in which a teacher made pretest was administered to both the experimental and control groups; the students of the experimental group were taught with the Ekwale Ada’s Instructional Model for biotechnology knowledge application (treatment) while those of the control group were taught without the model (traditional methods of teaching). After the treatment, a teacher made post test was administered both to the experimental and the control groups. The experimental group was located in GHS Mamfe while the control group was located in Progressive Comprehensive High School Bamenda.One non-directional hypothesis was stated in both the null and alternate forms. The null hypothesis was: 1. There was no significant difference in critical thinking skills in biotechnology between students taught with the Ekwale Ada’s model and those who were taught without the model. The data for the pre-test and the post-test for the experimental group and control group were collected in the form of scores. The independent t test was used to find out the difference in means of the scores of the pretest of the experimental group and the control group and the difference in mean of the scores of the posttest of the experimental group and the control group. The null hypothesis was rejected and the alternate hypothesis was retained. The hypothesis indicated that there was a significant difference in the means of the post-test of the experimental group and the control group.The result of the study was:1. There was a significant difference in critical thinking skills in biotechnology between students taught with the Ekwale Ada’s model and those who were taught without the model. The experimental group on whom the treatment was administered performed significantly better (67.02) than the control group (1.05) on whom the treatment was not administered.
Instructional Model, Biotechnology Application, Biotechnology Knowledge, Critical thinking in Biotechnology, Science High School, Students Anglophone Subsection, Education, Cameroon
International Journal of Trend in Scientific Research and Development - IJTSRD having
online ISSN 2456-6470. IJTSRD is a leading Open Access, Peer-Reviewed International
Journal which provides rapid publication of your research articles and aims to promote
the theory and practice along with knowledge sharing between researchers, developers,
engineers, students, and practitioners working in and around the world in many areas
like Sciences, Technology, Innovation, Engineering, Agriculture, Management and
many more and it is recommended by all Universities, review articles and short communications
in all subjects. IJTSRD running an International Journal who are proving quality
publication of peer reviewed and refereed international journals from diverse fields
that emphasizes new research, development and their applications. IJTSRD provides
an online access to exchange your research work, technical notes & surveying results
among professionals throughout the world in e-journals. IJTSRD is a fastest growing
and dynamic professional organization. The aim of this organization is to provide
access not only to world class research resources, but through its professionals
aim to bring in a significant transformation in the real of open access journals
and online publishing.