PROJECT WORK GROUP ONE (1) OF TECHIMAN SHS CENTER

SEIDU LATIF:

BEP/BA/02/20/0055

MBA ERNEST:

BEP/BA/02/20/0059

APPIAH STEPHEN:

BEP/BA/02/20/0058

ASIAMAH BOSOMPEM:

BEP/BA/02/20/0063

ADDAI ELIJAH YEBOAH:

BEP/BA/02/20/0054

1
 UNIVERSITY OF CAPE COAST

INSTITUTE OF EDUCATION

USING DISPLACEMENT OF WATER METHOD TO OVERCOME STUDENTS

DIFFICUITES IN FINDING DENSITY OF IRREGULAR SHAPE OBJECTS IN

SANSAMA R/C JHS1

.............................................

UCC- COLLEGE DISTANCE OF EDUCATION

.............., ................, 2022

2
 UNIVERSITY OF CAPE COAST

INSTITUTE OF EDUCATION

USING DISPLACEMENT WATER METHOD TO OVERCOME STUDENTS

DIFFICUITES IN FINDING DENSITY OF IRREGULAR SHAPE OBJECTS OF

SANSAMA R/C JHS1

By

..............................................................

STUDENT OF UNIVERSITY OF CAPE COST COLLEGE OF DISTANCE

EDUCATION

A PROJECT WORK SUBMITTED TO THE INSTITUTE OF EDUCATION OF THE FACULTY OF

EDUCATION, UNIVERSITY OF CAPE COAST IN PARTIAL FULFILMENT OF THE

REQUIREMENTS FOR THE AWARD OF DEGREE IN POST DIPLOMA EDUCATION

2022

3
 DECLARATION
Candidate’s Declaration

I hereby declare that this project work is the result of my own original research and that no part of it has

been presented for another diploma in this University or elsewhere

Name: .........................................

Signature: ……………………………….........

Date: …………………………………………..

Supervisor’s Declaration

I hereby declare that the preparation and presentation of this project work were supervised in accordance

with the guidelines on supervision of project work laid down by the University of Cape Coast.

Name: MR.................................

Signature: ………………………………………

Date: …………………………..………………..

4
 ABSTRACT
Science as one of the major subjects taught at the basic school in Ghana needs to be given special

attention when learning is taking into consideration. With respect to the pupil’s poor performance in

physics aspect of science particularly, the density of an irregular shaped objects, it is the target of this

study to diagnose and investigate the teaching and learning difficulties associated with the subject. It is

against this background that this study was designed to investigate into the cause of pupils inability to

measure an irregular shaped objects in Sansama R/C JHS1, adopt an appropriate method which is the

use of displacement of water method to demonstrate to pupils to develop their skills and associates them

positively to the liking of measurement especially measurement of irregular shaped objects.

5
 ACKNOWLEDGEMENT
I wish to express my profound gratitude to the Almighty God for His divine grace, guidance and

protection throughout my education to this level.

This study would be null and void if I fail to acknowledge the benevolent efforts of my

supervisor, ................................ who even upon his busy schedules patiently devoted himself towards

the completion of this project work. In fact, he handled me like a son. I say God richly bless you.

I will like to express my heartfelt gratitude to my lovely father ................ lovely

mother ................. and the entire family for their support both spiritual and physical.

Finally, I express my gratitude to my mentor.................... and my gratitude to head

teacher ................ and all the staff of Sansama R/C JHS for their assistance and to the pupils especially

form one for their co-operation during the interventions of this project work

6
 DEDICATION
This project work is dedicated to my father, Mr. ....................., my lovely mother ..................and my lovely

Brother and sister ................. and...................for their efforts in my education.

7
Table of Contents
DECLARATION 5
ABSTRACT 5
ACKNOWLEDGEMENT 7
DEDICATION 8
CHAPTER ONE 10
INTRODUCTION 10
Background to the Study 10
Statement of the Problem 12
Purpose of the Study 12
Research Questions 12
Significance of the Study 13
Limitations 13
Delimitation 13
Organization of the Study 14
CHAPTER TWO 15
REVIEW OF RELATED LITERATURE 15
The concept of density 15
Regular Shaped Objects 16
Irregular Shaped Objects 16
Methods and Apparatus Used to Determine the Density of Substance 17
Sinking Method 18
Over – Flow Method 18
DIAGRAMS SHOWING THE METHODS 19
End Results of the Diagrams 19
Teaching and Learning Materials and their Importance 20
Precautions in Determining Density 21
SUMMARY 21
CHAPTER THREE 22
METHODOLOGY 22
Introduction 22

8
 Research Design 22
Appendix D 37

CHAPTER ONE

INTRODUCTION

Background to the Study

The chapter one consists of the background to the study, statement of the problem, purpose of the study,

research questions, significance of the study, limitations, delimitation and organization of the study.

Integrated science is a subject which is necessary and important in all aspects of human development.

These aspects of human development include; physical, mental, social, psychological and among others. In

response to this, the country has designed a compulsory Integrated science curriculum for all pupils from basic

schools up to second cycle institution. This is to pave way for national growth and development through healthy

living and disease free of people in the country.

Integrated science is not only essential for those who want to pursue science in the higher education, but

for every mentally sound person. There is a saying "Healthy Mind Lives in a Healthy Body "

Science also helps to ease and facilitate work, communication, transportation, learning and among others.

Integrated science is also a means of developing human values and personal qualities such as diligence,

perseverance, confidence and tolerance as preparation for professional and careers in mathematics, technology,

medicine, psychology and a varieties of work areas. The subject is also used in daily life activities by

recognizing and applying its concepts appropriately in problem solving to be abreast with time.

According to Makinde (1990), the development of every human society in modern times depends on the

effective use of science. There cannot be success in human development without putting scientific knowledge

into use among other fields of study. The world of today gives much recognition to countries that have reached

the highest levels in scientific knowledge. This is not the same of those countries with low knowledge in the

world of science. For this reason, most countries are putting much emphasis in the study of science. The
9
rhetorical question relating to the above information is; do pupils, students, teachers, scientists and

educationalists put much effort to overcome the constraint in the study of science? The investigation of this

question during the researcher’s out programme at Sansama Junior High School in Techiman Metro. Techiman

is the capital of Bono East Region, has a different caliber of people who are engaged in different occupational

activities. Mostly, much of their attention is base in the secondary and tertiary sector which most realize in the

rendering of service. Most of the people also engage themselves in trading. In one of the science lessons on the

topic “using displacement of water method to help students overcome their difficulties in finding the density of

irregular shaped objects of a class of forty-five pupils, only fifteen were able to give ideas relating to the topic

whiles the rest sat down very confused as if they were not part of the class. It is against this background that the

researcher decides to use appropriate Teaching and Learning Materials (TLMs) to make the teaching and

learning of science very easy and practical with appropriate method of teaching (real). This can help to make

the teaching of science practically oriented.

Statement of the Problem

The researcher was posted to Sansama Junior High School to do his out programme where he has the chance on

noticing that at the JHS pupils could not determine the density of irregular shaped objects and this problem was

realized during the researcher`s first lesson with the pupils in Sansama R/C Junior High School Form one. The

pupils were given the task to do in the second chapter of the science textbook. Most of them could not do it

correctly. This was later observed and it was a common problem among the pupils of Sansama R/C Junior High

School Form one. Base on the above problem detected, I have decided to research on how to overcome student

difficulties in finding density of irregular shaped objects.

10
 Purpose of the Study

The research was carried out to find out the cause of the pupils of Sansama JHS inability to determine the

density of irregular shaped objects and to use the displacement method to solve the inability of pupils to

determine the density of irregular objects.

Research Questions
To investigate effectively into the importance of using improvised TLMs to help pupils in Sansama

Junior High School to overcome their difficulties in finding the density of an irregular shaped objects,

the research was directed by the following questions;

1. What are the causes of poor measurement of density of irregular shaped object

2.How can teaching and learning materials be used appropriately to overcome the difficulties in calculating

the density of irregular shaped objects?

3. What method is appropriate to use enhance pupils understanding of the topic?

Significance of the Study

This research hopes to motivate pupils to learn and show interest in the studying of science. It

further hopes to enhance pupils understanding in the course of learning the topic density of irregular shapes.

It again helps the teacher to vary his methods of teaching. Another important of this research is to equip

teachers with skills of improvising TLMs in case the original ones are not readily available. Finally, the

researcher hopes to make teaching and learning of science easy for both teachers and pupils for this reason, the

study can serve as reference material for solving any difficulty in the teaching and learning of science subject.

Limitations

The researcher encountered many problems when undertaking this study. Some of the problems he

encountered are; Source of information to conduct test, interview, questionnaire and observation were not easy

11
to come by. Also, the time available put a lot of pressure on the researcher. The researcher used the whole

school as the source of obtaining data, so the time available was very limited. The researcher was also

financially constrained as he found it difficult in getting funds to provide TLMs, questionnaire, to print out the

findings. This caused the researcher to face many difficulties in data collection for this project.

Delimitation

The study targets only the physics aspects of science. This means that it does not cover the whole

branches in science but limited to physics. It does not cover the broad topic “density” but only a sub topic in

density known as “density of irregular shaped objects”.

Organization of the Study

This research is organized in chapters due to differences in ideas expressed in the study.

The first Chapter entitled introduction contains the Background to the Study, Statement of the Problem, Purpose

of the Study, Research Questions, and Significance of the study, Limitations, Delimitation and Organization of

the Study.

The second Chapter throws more light on the various theories and concepts that serve as sources of scientific

evidences propounded by scholars and theories related to the research study.

Third Chapter talks about the Methodology of the research work comprising the Research design,

Population, sample selection, the instruments and the procedure used in obtaining data for the study. The

method uses in collecting data for the research considered here.

In the Four chapters, the analysis, the description and the discussion of data collected using tables and charts as

statistical techniques are overview.

Chapter five which is the last chapter is making up of summary of the study, conclusion and giving a

recommendation for future study of the project will be done.

12
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

This chapter shows the review of literature related to the study. The main aim is to identify and

review what other researchers have said or gathered about the topic understudy. The literature review was

grouped under the following subheadings:

The meaning of density, the meaning of regular shaped objects, the meaning of irregular shaped objects,

Methods and Apparatus used to determine the density of Irregular Shaped Objects, Teaching Learning Materials

and their uses and Precaution in determining density.

The concept of density

According to Haber (1979), the concept of density can be explained as “the mass of a substance per

unit volume of the substance”. He explained that; suppose we cut a piece of aluminum rod into sections of equal

volumes say 2cm3 each, we will find out that they all have the same weight when measured on a beam balance

no matter what part of the rod is used. The mass of a unit volume of a material is the same for all samples of the

same substances. It is therefore a characteristic of a material. Dividing the mass of any substance by the volume

of the same substance gives the density of the substance.

Obeng (2000) defined density as “the ration of mass of a substance to the volume of the substance”.

He explained that, the density of an object is the result of dividing the mass of the object by the volume of the

same object.

To Samuel (2003), “Density is defined as the mass per unit volume of a substance”. By this,

Samuel means the division of the mass of a substance by its volume means nothing unless the fraction is broken

down into its final form.

13
 Wellington (1996) stated that the density of a material depends partly on how closely packed

together its molecules are. His statement is true because the mass of any substance is high when its molecules

are closely packed.

Regular Shaped Objects

Regular shaped objects are objects with fixed shapes and sizes whose lengths, breaths and height

can be measures easily.

According to Longman Contemporary Dictionary (2008) “Regular objects can be explained as

spheres, cubes or something with easily described number of sizes”. It explained a Regular Shaped Objects can

easily be identified when they are looked at with the eyes due to nature of their shapes. The density of regular

shaped objects can be determined by considering the length of each side. Examples of regular shaped object are;

rectangle solids, square, sphere and equilateral shaped solids.

Irregular Shaped Objects

According to Longman Contemporary Dictionary (2000) an irregular shaped objects can be

explained “as objects that are not even or straight in shapes or appearances”. That is irregular shaped objects

have no definite shapes. Their shapes are not regular and therefore cannot be described as rectangular, square,

circular, spherical and have no lines of symmetry. Unlike regular objects, the densities of irregular objects

cannot be determined with ease. This means that the procedures for determining the density of irregular shaped

objects are highly complicated as compared to regular ones. Examples of irregular shaped objects are stones and

rocks, a lump of clay, ice crystals and so on.

Samuel (2003) defined Irregular shaped objects as “objects that have irregular shapes with

dimensions that cannot be easily measured”. This means that all irregular shaped objects dimensions cannot be

measured with any measuring instruments.

According to Random House Dictionary (2008) “irregular shaped objects are objects without

symmetry, even shapes, formal arrangement etc.

14
 According to Webster’s New World Students Dictionary (2001) “irregular shaped objects are

objects that are not straight, even or the same way throughout”.

Methods and Apparatus Used to Determine the Density of Substance

According to Nikon (1973), to determine the density of a substance, the volume and mass of the

substance must be known perfectly. He explained that, once they are known, the density of the substance can be

determined by dividing the measure of mass of the substance by its volume. This can be represented

mass
mathematically as: Density =
Volume

Nikon (1973) again mentioned that; measuring cylinder, stone or any irregular object, water, string,

beaker, weighing balance etc. are the apparatus needed in carrying out the process of determining the density if

irregular objects. This apparatus must be handling with care in order to ensure high rate of effectiveness. The

right apparatus is usually needed to ensure accuracy and reliability. Their use must be followed with

instructions so that they can easily communicate to pupils for better understanding.

Laughia (1993) explained that; pupil’s inability to understand measurement of objects is the

absence of accuracy and reliability in measurement during experiment. He further explained that, this happens

under a number of reasons such as incompetency of some teachers to handle the subject as well as the shallow

knowledge other teachers also have on the subject matter. He said, in such situations, pupils’ ability to group the

concept of accurate measurement of mass of objects is affected negatively. He outlined the following steps in

determining accurately the density of irregular shaped objects using the sinking method or over-flow method:

Sinking Method

1. Weigh the mass of substance accurately by means of beam balance or top pan balance and note the mass

(M).

2. Half fill the graduated measuring cylinder with water and note the volume as (V1).

15
 3. Tie a string to the stone and lower the stone into the cylinder gently and note the new volume as (V2) of

the water. The volume of the stone is determined by subtracting (V1) from (V2) thus: V = V2 – V1.

Over – Flow Method

In this method, an eureka can is used with measuring cylinder to determine the volume of a given

stone by following the steps below:

1. Fill the can with water to the spout.

2. Slowly lower the stone into the water by means of string.

3. Wait until no more water drops come out of the spout of the can.

4. Read the volume of the water collected in the measuring cylinder to get the actual volume of the stone.

DIAGRAMS SHOWING THE METHODS

16
 End Results of the Diagrams

Mass of object = Mg where “M” can be any number and “g” is the gram symbol. Volume of objects is denoted

by V in cm3.

mass M
The density of the stone can therefore be determined by the formula, Density = = g/cm3
volume V 2−V 1

where g/cm3 is the unit of density.

Teaching and Learning Materials and their Importance

Teaching and Learning Materials are relevant items selected by the teacher and pupils by

considering the nature of the topic to be taught to enhance effective teaching and learning. Analysis proved that

non availability of teaching and learning materials coupled with wrong apparatus to teach the topic made pupils

find it difficult to grasp the concept which gradually led to absence of interest in science as a subject.

According to Larbi (2003); said Teaching and Learning Materials (TLMs) and apparatus are used

to make teaching and learning more meaningful. They are influence as much sense organ in the pupils as

possible to bring them into complete involvement in the teaching and learning environment so that they are

brought to bear on the topic being treated.

17
 Abruscato (1993), explained that Teaching and Learning Materials are items that can be seen and

touched and are used to make teaching and learning more interesting. This means, the efficient and effective use

of Teaching and Learning Materials sustain the interest of pupils throughout the lesson. These facilities

understanding of concept since it involves more activities that children perform than that of adults. He

explained that, the use of Teaching and Learning Materials and apparatus in teaching measurement helps to

relate abstract learning to activity learning and also focuses pupils’ attention. The ideas among others

encouraged the use of TLMs in finding the density of irregular shaped objects.

Precautions in Determining Density

According to Laughia (1993), there are four steps or precautions in determining densities of

irregular shaped objects. They include;

1. Make sure that the pointer (hand) of the top pan balance is on the zero mark.

2. Put the irregular object (stone) on the pan of the top pan balance and record the exact figure that

correspond to the pointer.

3. Record the figure as the mass of the object.

4. Elastic string should not be used to tie the irregular object (stone)

SUMMARY

Density: It is the mass per unit area of a substance.

Regular shape objects: They are objects with fixed shapes and sizes whose length, breadth and height can be measured easily.

Irregular shape objects: They are objects that are not even or straight in shapes or appearance.

Method of determining density: Density can be determined by finding the mass and bolts of the object.

Therefore, Density = mass over volume

Precautions

18
1. Make sure the pointer of the top pan balance is on the zero mark.

2. Put the object in the pan of the top pan balance and record the figure again it.

3. Elastic string should not be used to tie the irregular object.

19
 CHAPTER THREE

METHODOLOGY

Introduction

This chapter describes the procedures used by the researcher in obtaining data for the study. It

explains with the Research Design used, Population and Target Population, Sample and sampling procedure,

Research Instruments used, Intervention Process and Data Analysis Plan.

Research Design

The research design adopted for this work is the action research. According to Stephenson (1999),

this kind of research is undertaken to deal with a specific problem at stake. It aims at solving an identified

problem for a change. The researcher used this research design because he was interested in knowing the root

cause of the pupil's inability to determine density of irregular shaped objects. The use of the design helped the

researcher to seek information from the subject masters and the pupils. Also, the use of action research has

helped the researcher to evaluate his own teaching effectiveness as to which teaching method is best for the

topic.

However, action research deals with specific identified problem to be given a solution within the shortest

possible time. That is the finding of action research is limited to a specific situation.

Population Sample Selection

The population used for the study consists mainly of pupils who have problems of determining the density of

irregular shaped objects. The researcher used purposive sampling because the pupils selected were those the

researcher identified as having problems in determining the density of irregular shaped objects. It seems almost

all the pupils in the class were having problems in determine the density of irregular shaped objects initially, it

was later realized that those who found it more difficult to identify irregular shaped densities were made of 20

20
pupils. The researcher also has in addition 20 parents of the 20 pupils of the class selected. Therefore, the

sampling size was 20 pupils.

Research Instruments

Research instruments are the ways, methods and techniques used by the researcher to identify or gather

information for the study. The instruments used were: Observation, Questionnaire and Test.

Observation

Observation is a method of data collection that employs vision and closed monitoring as its means of data

collection. A careful observation was made in the class. The researcher observed the pupils in the class closely

whenever a mentor who happened to be the science teacher teaching in order to get first-hand information on

the problem. He critically observed the teaching and learning process, the method of teaching used, pupils’

participation, classroom organization as well as exercises given to pupils at the end of science

lesson

Questionnaire

Questionnaires consist of series of questions given to people (respondents) to answer by writing, ticking or

marking an answer sheet. Questionnaire were prepared and administered among teachers and parents selected to

obtain information about the possible causes of the problem.

Test

According to Tyller (1969), Test is defined as an instrument or procedure for describing one or

more characteristics of a student using a numerical scale or a classification scale.

Test as an instrument which involves assessing of the pupils through paper and pencil/pen work. Two tests

were used which included a Diagnostic and Achievement Tests.

21
 Intervention Process

This involves the measures the researcher put in place to remedy the problem. It includes: Pre-

intervention, Intervention and Post-intervention stages.

Pre-Intervention Stage

This is the procedure adopted by the researcher before the actual intervention to diagnose the

perceived problem. The researcher therefore organized a Diagnostic Test on a topic density. The test was

conducted to find out the performances of the pupils based on the taught without the use of Teaching and

Learning Materials. The question for the pre –test was based on density. The outcome of the pre-test further

prompted the researcher to use Teaching and Learning Materials such as improvised beam balance, stone,

graduated measuring cylinder, string and water to teach the topic density of irregular shaped objects. The results

are presented and analyzed in chapter four (4). A sample of the test items is in the appendices.

Intervention Stage

Based on the pre-test results, the researcher decided to take the pupils through practical learning

activities in order to improve their situation. Appropriate TLMs were used to teach the pupils.

During the first week, the activity done by the researcher was to place a box on a table and then

tasked the pupils to mention the various parts of the box. They were able to identify the length, breath and

height of the box correctly. The pupils together with the researcher found the distance of the three dimensions

by the use of a ruler. They used the dimensions to find the volume of the box using the formula; volume (V) =

length (L) × breath (B) × height (H) …….cm 3. Cm3 is called cubic centimeter which is the unit of measuring

volume. They found the mass of the box using beam balance. From here, the density of the box was calculated

mass (M )
under the guidance of the researcher using the formula; Density (D) = .
volume (V )

The pupils together with the researcher determined the mass of the stone using beam balance. They

then performed experiment to find the volume of the stone using graduated measuring cylinder. There were

22
discussions after the experiment and the researcher guided the pupils to deduce the mathematical formula for

density.

The researcher then discussed the findings of the experiments with pupils. The pupils were

therefore asked to determine the densities of different irregular shaped objects by performing the experiment

that they were taken through the lesson plan for this lesson is located in appendix C.

Post-Intervention stage

At the Post-Intervention stage, the researcher conducted an Achievement Test to assess the pupils

again to measure whether there was improvement in their performance. About ninety percent of pupils were

able to performed and understand the concept of densities of irregular shaped objects well. It was proved that

there was a significant improvement. The results of the achievement test were tabulated and analyzed in chapter

four (4). A sample of the test item is found in the appendices.

23
 CHAPTER FOUR

RESULTS, ANALYSIS AND DISCUSSIONS OF FINDINGS

Introduction

This chapter deals with the presentation of results, discussion of results and findings. The data

obtained were organized into frequencies and percentages. They deal with the description of the characteristics

of the respondents that is the pupils’ respondents from questionnaire. Teachers and parents’ responses were

considered here in searching for the pupils’ inability to grasp the concept of density in irregular shaped objects.

Analysis of Questionnaire Administered to Teachers

Question 1: What are the causes of poor performances of pupils in science subject? From this question, the
researcher wished to establish the causes of pupils’ poor performances in studying science at Sansama Junior
High School Form one.

TABLE 1: Causes of Pupils’ Poor Performance in Science Results

CAUSES TEACHERS PRECENTAGE

Inadequate science books 5 25%

Ineffective method of 6 30%

teaching
Inadequate use of TLMs 8 40%

Limited number of periods 1 5%

allocated for science on
school time table
Total 20 100%

From Table 1, five (5) out of twenty (20) teachers representing 25% attributed the problem to

inadequate science books, six (6) out of twenty (20) teachers representing 30% attributed the problem to

ineffective methods of teaching science, eight (8) out of twenty (20) teachers representing 40% attributed the

problem to inadequate use of Teaching and Learning Materials. Only one (1) teacher associated the problem to

insufficient periods allocated to the subject on the school time table.

24
 Analysis of Interview Guide Administered to Pupils’ Parents
Question 2: Do you encourage your wards to study at home? This was to establish whether parents manage their

children’s studies at home or not.

TABLE 2: Home Studies Results

RESPONSES PARENTS PERCENTAGE

Yes 8 40%

No 12 60%

Total 20 100%

From Table 2, the responses given by 20 parents proved that only eight (8) representing 40% of

parents do encourage their words to learn at home and twelve (12) parents constituting 60% do not supervise

their children’s studies.

Question 3: Have you ever bought science books for your children to supplement those already in school? The

researcher’s aim here was to have insightful knowledge about whether parents buy books for their wards to

augment what they already have in school or not.

TABLE 3: Purchase of Supplementary Science Books

RESPONSES PARENTS PERCENTAGE
Yes 5 25%

No 15 75%
Total 20 100%

The information on Table 3 above showed that fifteen (15) parents out of the twenty (20)
respondents do not care if their wards have books or not. However, only 5 parents representing 25% do buy
science books for their children.

Analysis of Diagnostic Test (Pre-Test) Administered on Pupils

25
 The table below is an illustration of test scores which is the pre-test conducted before the
intervention strategies were used to address the problem
The total mark awarded for the test was 20 and the percentage of each score was shown on the
table below.

TABLE 4: The Diagnostic Test (Pre-Test) Results

SCORE PUPILS PERCENTAGE
18-20 0 0%
15-17 0 0%
12-14 0 0%
9-11 2 10%
6-8 8 40%
3-5 6 30%
1-2 4 20%

TOTAL 20 100%

The highest mark score by pupils out of twenty (20) marks was eleven (11) and was scored by only

two (2) pupils which constituted only 10%. Eight (8) and six (6) pupils scored six (6) and three (3) marks

respectively and one (1) mark was scored by four (4) pupils as shown in the table above. This shows that the

general performance was poor.

Achievement Test (Post-Test)

After the pre-test was conducted, post-test was made to find the level of concept development by the pupils
after the intervention strategies. The information of the post-test was shown on the table below.
TABLE 5: Achievement Test (Post-Test) Results
SCORES PUPILS PERCENTAGE
16 – 20 4 20%
11 – 15 4 20%
6 – 10 10 50%
0–5 2 10%

26
 Total 20 100%

With reference to the Table 5 above, twenty (20) marks each were scored by four (4) pupils out of

twenty (20) marks, fifteen (15) marks was also scored by four (4) pupils, ten (10) marks by ten (10) pupils and

five (5) marks by two (2) pupils. This shows that there was an improvement after the intervention strategies

because about ninety (90) percent of the pupils can now find the density of irregular shaped objects with or

without the teacher’s guide.

Discussion of Results
Considering the interpretation, it is observed that, there has been a tremendous improvement of the

pupils’ performances. One can also detect the difference in progress by considering the results of the Pre-Test

conducted against the post-Test. After interviewing teachers and parents their best suggestions were

implemented and encouragement was given to both parents and pupils on how to enhance pupil's performances

in science lessons. The research question that was asked is.

1. What are the causes of poor measurement of density of an irregular shaped object? This question was

answered by the researcher through research instrument called questionnaires. Again, the outcome of the

cause’s poor measurement of density of an irregular shaped object were inadequate science books,

ineffective method of teaching science, inadequate use of TLMs and finally, limited number of periods

allocated for science on school timetable.

The researcher also used intervention stage, pre-intervention stage and finally post-intervention stage to

diagnose the perceived problems that the pupils are facing. Finally, in the post-intervention stage, the

researcher conducted and achievement test to assess the pupils. About 90% were able to perform and

understood the concept of density of irregular shaped objects very well. This shows that, there was a

significant improvement.

27
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

Introduction
The main objective of this project was to help the pupils of Sansama R/C Junior High School one

(1) to develop the concept of density in irregular objects. The main content of this chapter critically takes a look

at the summary of the findings, conclusions and recommendation

Summary
As stated earlier, the principal objective of this project was to help pupils to develop the concept of density of
irregular shaped objects. The causes were the result of abstract teaching of the topic by teachers. The tests were
used to accumulate information on the level of concept development of the pupils on the topic. The activity
approach was used as an intervention strategy as well as discussions and demonstrations. The study in general
depicts these ideas and several others.

28
 1. Teaching Science in abstract by teachers was one of the causes of poor performance of pupils in science

related subjects. This promotes rote learning only to create impression in pupils that the subject is

difficult to study.

2. The most effective way to enhance pupil’s understanding in Basic Schools is the use of child centered

method of teaching.

3. Improvisation of Teaching and Learning Materials is the major way of overcoming the problem of

inadequacy of teaching aids in schools.

4. Regular practice of what has been taught by teachers helps to develop concept and understanding and

can guide pupils to become perfect.

Conclusion
Based on the information gathered during the investigation of finding the density of irregular

shaped objects, the researcher drew the following conclusions; the sight of teaching and learning materials alone

in any lesson arouse the attention and interest of pupil’s studies. This explained that, both teachers and pupils to

use teaching and learning materials in the implementation of their teaching and learning process. From the

performance of the pupils, it could be seen that the project was useful as about 90% of the pupils could now fine

the density of irregular shaped object using displacement of water method. Also, the impact of the project work

has been very positive after the use of teaching and learning materials TLMs. Pupils could now fine density of

irregular shaped objects

Based on the analysis, the researcher concluded that the study has been successful.

29
 Recommendations and Suggestions
In relation to the findings of the study, the following recommendations have been proposed by the researcher:
1. Science Teachers should always use learner-centered methods to handle their lessons since it engages

pupils in the learning process.

2. Teachers should always use appropriate and accurate teaching and learning materials in their studies

3. Teachers should always use displacement method when teaching density of irregular shaped objects.

4. Parents should always buy science books, textbooks for their wards to help them in their studies

[[[[[[[[[[[[[[[[

REFERENCES
Albert, K. W. (1976), Focus on Physical Science, U.S.A.: Charles E. Merrill publishing company,
Asafo,A.(1999),Science volume II for Teacher Training College Ghana: Accra publishing company.
Collde,O. (1990), Essentials of educational foundation and counseling. Ibadan: Claverianum press.
Darrin, G. (1988). Shascian Solved Problem in Physics, USA: Mc Graw – Hill Inc.
Huber, S. etal (1979), Fundamental Paerson (ics, New York: Freeman Catchment publishers.
Makide,O.(1990),Essentials of Education Foundation and Counseling:Ibaden Claverianum press.
Nartey, L.T. and Mensah, C. K. (1989),Teaching Science in Basic Schools, London: Longman Street
publishers Inc.
Niko, D. B and Poker F. (1973), A Course in Practical Physics, 1st London: UK.Ed Cambridge
Obeng, A. K. (2000), Integrated Science for West Africa Senior High Schools Ghana: 2 nd Ed.Accra
Adminsa publishers Ltd.

30
 Pearson Longman (2000)'new edition UK: Harblow publication
Paerson Longman (2008), Longman contemporary Dictionary UK: Harblow publication.
Ralph. W.T, (1969), basic principles of curriculum and instruction: Published by university of Chicago
press.

APPENDICES
APPENDIX “A”
Sample of Questionnaire Administered on Teachers of Sansama R/Junior High School
1. What in your own opinions are the causes of poor performance of pupils in science?

2. Can the introduction of teaching and learning materials into a lesson help to motivate pupils to perform

well in science related courses?

3. What are some of the ways and methods of teaching pupils how to calculate density of irregular shaped

objects?

APPENDIX B
School: Sansama R/C Junior High School
WEEKENDING: 16/06/2019 REFERENCE: GES (2012), J.H.S Science Syllabus
SUBJECT: Integrated Science AVERAGE AGE: 14+
DAY/ TOPIC/ OBJECTIVE TEACHING AND CORE EVALUATIO
DATE/ SUB- S LEARNING POINTS N/REMARK
TIME/ TOPIC R.P. K MATERIALS/TEACHER
DURATIO LEANER ACTIVIVIES
N

31
DAY TOPIC R.P.K TEACHING LEARNING EVALUATIO
Tuesday Density Pupils have MATERIALS N
already Stone, measuring cylinder, 1. What is
learned the top-pan balance and tread Definition of density?
meaning of TEACHER AND density Expt Ans:
density. LEARNER ACTIVIES Density is the
INTRODUCTION mass per unit
Review pupils’ previous volume of a
knowledge by assisting substance
them to describe the
meaning of density.
Example. What is density?
Expt Ans: Density is the
mass per unit volume of a
substance.
DEVELOPMENT
DATE SUB- OBJECTIVE 1. Guide pupils to find the Finding the
12/06/2019 TOPIC S volume of irregular object volume of the
Finding the By the end of (stone) using a measuring stone using the
density of the lesson, cylinder and record the sinking method.
irregular pupils will be value in cm3. The diagram
shaped able to: below is used to measure
objects. 1. Find the the volume of the stone by
2.5.27 density of the sinking method. 3.Give the
irregular mathematical
shaped object. formular for
Finding the finding
volume of the density.
stone using the Expected
DURATIO sinking method. answers
N Density(D) =
60 minutes

32
 Using the
formula of
density to solve
questions.

2.Guide pupils to measure

the mass or the stone by the
use of top-pan balance and
record the value in kg. The
diagram below shows how
the mass can be determined
using the top-pan balance.

REMARKS
Lesson
objectives
were
successfully
achieved and
APPLICATIO pupil’s
N contributions
From the diagram the mass
of the stone recorded as A piece of were
60kg.
wood will float encouraging.
3. Lead pupils to discover on water, but
the formula for calculating
most rocks are
the density of irregular
object. denser than
mass (m)
2.Use the Density(D) = water, so they
volume (v)
formula of 4. Guide the pupils to use will sink.
density to the formula to solve
questions on density of a
perform given irregular object.
calculation Example; calculate the
density of a stone whose
mass is 60kg and volume of
120cm3. Expt Ans
33
 mass (m)
Density(D) =
volume (v)
Where v=120cm3, m=60kg
and D=?
M 60 kg
⟹D= =
V 120 cm3
=0.5kg/ cm3
CLOSURE
Summarize the lesson by
touching on the salient
points for better
understanding. E.g., 1. What
is density 2. Find the
density of a stone of mass
5kg and a volume of 10m2.
Expt Ans.
1. Density is the mass per
unit volume of a substance
m
2. D= , m=5kg and
v
v=10cm3
5 kg
10 cm3
0.5g/m2

APPENDIX C
Sample of Pre-Test and Post Test Items Administered on
Sansama R/C JHS 1
1. What is density?

2. How can you determine the volume of an irregular object?

3. What is the mathematical formula for calculating the density of a substance?

4. How can you find an object mass?

5. Describe how you will find the density of an irregular shaped object.

Appendix D

Marking scheme for post-test

34
 1. Density is defined as the ratio of mass of a substance to the volume of the substance. He explained that,

the density of an object is the results of dividing the mass of the object by the volume of the same object

said by Obeng (2000). B2

2. Firstly, half fill the graduated measuring cylinder with water and note the volume, v1. Secondly, tie a

string to the stone and lower the stone into the cylinder gently and note the new volume, v2 of the water

mass
densuty= B1
volume

4. You can find an object mass through weighting the mass of a substance accurately by means of bean

balance or top pan balance and note it mass [M]. The unit of mass is kilogram. A1

5. This is the description of finding density of irregular shaped objects.

1. A graduated cylinder is half fill with water and the volume of the water is recorded as v1.

2. A string is tie to the irregular object and gently lowered into the water and the new volume of the

water is recorded as v2.

3. The volume v1 is subtracted from the volume v2 to find the volume of the object. V2-V1 as shown

below.

B4

35
 Top pan balance is brought out with scale labeled. The stone was measured for pupils to see and read the

mass as shown below.

mass
Therefore, density of an irregular shaped object is d=
final volume ( v 2 )−initial volume (v 1)

mass
density = B1
v 2−v 1

36