Abstract
This study investigated the effectiveness of Demonstration-cum-Discussion teaching strategy on students’ academic achievement in ecological concepts at Navrongo Senior High School, using quasi-experimental design (pretest, posttest non-equivalent approach). The sample comprised of 75 Form Two General Science Gold Track (control group of 29 males and 10 females) and Green Track (experimental group of 21 males and 15 females) students. The experimental group and control groups were taught using Demonstration-cum-Discussion teaching strategy and Conventional Teaching Method respectively. The test-retest reliability coefficient of the instrument was found to be 0.78. The pretest scores revealed that the students were homogeneous in terms of academic achievement (Mean = (22.19, 21.46) t-value = 0.87, p-value = 0.39, p > 0.05). The posttest results of the experimental group were significantly higher than the control group (Mean = (48.19, 38.71) t-value = 12.43, p-value = 0.000, p < 0.05). There was no significant difference in the achievement of male and female students in the experimental group for both pretest (Mean = (23.24, 21.33) t-value = 1.43, p-value = 0.20, p > 0.05) and posttest (Mean = (48.52, 47.73) t-value = 0.53, p-value = 0.59, p > 0.05). This study recommended that Biology teachers at Navrongo Senior High School should be encouraged to teach the concept of Ecology using demonstration-cum-discussion in order to enhance the conceptual understanding and academic achievement of students. 
 
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Highlights
Biology is one the science subjects offered at the senior high school to tertiary level in Ghana for science students
2.4 Research Questions The following research questions were addressed in the study: 1. What is the difference between the pretest mean scores of students in the experimental group and the control group?
The study found out that there was no significant difference between the pretest mean scores the control and experimental groups
Summary
Biology is one the science subjects offered at the senior high school to tertiary level in Ghana for science students. The instructional strategy adopted by Biology tutors in Ghana in the Kassena Nankana Municipality of the Upper East Region of Ghana in teaching the subject does not help to improve the conceptual understanding and academic achievement of students. The most common instructional strategies used by Biology teachers are the lecture method and note-taking. According to Alaagib, Musa and Saeed (2019) these methods stress on naming, memorizing and recalling which do not lead to the development of critical thinking and inquiry skills of learners. Biology teachers should adopt instructional strategies that are capable of helping students to develop critical thinking, innovative and inquiry skills. This can be attained by shifting from the teachercentred to student-centred teaching approach (Wafula & Odhiambo, 2016)
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