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Effect of Role-Play Teaching Method on Science Students’ Interest in Teaching and Learning of Photosynthesis

DOI: 10.4236/oalib.1112370, PP. 1-18

Subject Areas: Educational Technology

Keywords: Role-Play, Teaching Method, Student Interest, Science Education, Science Learning, Photosynthesis

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Abstract

The study used a quasi-experimental study design to evaluate the effect of a role-play teaching strategy on science students’ interest in the teaching and learning of photosynthesis. The sample comprised third-year biology students of 3 intact classes totaling 157 at Ghana Senior High School, Koforidua. Sixty-three (63) of the students, 21 for each class, volunteered to participate in the role-play. The students answered a 5-point Likert scale questionnaire on whether the use of role-play for teaching and learning photosynthesis was an interesting experience. Chi-square in SPSS version 20 was used to analyze students’ responses to a 5-point Likert scale questionnaire. Analysis of the association between the role-play teaching strategy and the students’ interest indicated a significant association with a p-value of 0.00. To determine the strength of this association, a Phi and Cramer’s V value of 0.422 was obtained, which indicates a moderate association between the role-play and interest. 

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Ameyaw, Y. and Mante, A. G. (2025). Effect of Role-Play Teaching Method on Science Students’ Interest in Teaching and Learning of Photosynthesis. Open Access Library Journal, 12, e2370. doi: http://dx.doi.org/10.4236/oalib.1112370.

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