Research article | Open Access
Journal of Research in Education and Teaching 2025, Vol. 14(2) 267-297
pp. 267 - 297
Publish Date: December 31, 2025 | Single/Total View: 5/2 | Single/Total Download: 8/2
Abstract
This quasi-experimental study investigated the effect of the Immersion, Structuring, and Applying (ISA) instructional model on Senior High School students’ genetics performance in Ghana. A total of 170 biology students were assigned to either an experimental group (taught with the ISA model) or a control group (taught traditionally). Results from pre- and post-tests showed that students in the ISA group significantly outperformed their counterparts, with a large effect size (Cliff’s δ = –0.857). Gender-based analysis revealed no statistically significant difference in performance between male and female students within the ISA group. The findings suggest that the ISA model is an effective and equitable constructivist approach for improving genetics education, recommending its adoption to enhance learning outcomes in resource-constrained settings.
Keywords: Genetics education, students’ performance, senior high school, Instructional approach.
APA 7th edition
Boafo, I., Agyei, C., Mensah, R., & Gyamfi, M. (2025). FROM LECTURE TO INQUIRY: TRANSFORMING GENETICS INSTRUCTION WITH THE ISA MODEL. Journal of Research in Education and Teaching, 14(2), 267-297.
Harvard
Boafo, I., Agyei, C., Mensah, R. and Gyamfi, M. (2025). FROM LECTURE TO INQUIRY: TRANSFORMING GENETICS INSTRUCTION WITH THE ISA MODEL. Journal of Research in Education and Teaching, 14(2), pp. 267-297.
Chicago 16th edition
Boafo, Isaac, Charles Agyei, Richmond Mensah and Maxwell Gyamfi (2025). "FROM LECTURE TO INQUIRY: TRANSFORMING GENETICS INSTRUCTION WITH THE ISA MODEL". Journal of Research in Education and Teaching 14 (2):267-297.
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