Relationship Between Student Motivation, Teaching Methods, and Academic Performance in Biology at Tepa Senior High School, Ghana

This study investigated how different teaching methods and levels of student motivation affect academic achievement in learning the respiratory system in biology at Tepa Senior High School, Ghana. Employing a quasi-experimental design, 120 Form Three biology students were divided into experimental and control groups. Data were gathered through questionnaires, document reviews, and pre- and post-tests. The experimental group was instructed through practical, hands-on activities, while the control group received traditional lecture-based teaching. Findings indicated that 90% of students favored the practical approach. The overall mean score of 4.155 reflected high motivation among learners. Post-test results further showed that students in the experimental group outperformed those in the control group, with average scores of 73.60 and 53.40, respectively. ANOVA analysis revealed a statistically significant difference between the groups (F(3,36) = 17.606, p < .001), signifying that the practical teaching method substantially enhanced both motivation and academic performance. The study concludes that incorporating practical, activity-oriented methods in biology instruction promotes deeper understanding, engagement, and achievement among students. It recommends that Ghanaian schools adopt student-centered, experiential learning strategies, equip laboratories adequately, and encourage teachers to integrate hands-on techniques to make science learning more effective and enjoyable.