Authors: Daniel Sobreh Assuah (Dadieso Senior High School, Ghana), Charles Amoah Agyei (AAMUSTED-M, Ghana) and Kenneth Darko Ateko (St. Joseph Seminary/Senior High School, Ghana)
Abstract: The study sought to investigate the use of the Generative Learning Strategy (GLS) in bridging the performance gap between high- and low-achieving students in genetics in Ghana’s Western North region’s capital, Sefwi-Wiawso Municipality. The study adopted an embedded research design involving the quasi-experimental pretest/posttest groups with a sample size of 106 SHS 3 Biology students. Two intact classes were randomly selected, treated as one group and exposed to the same treatment conditions. The Genetic Concepts Test and a semi-structured interview guide collected the quantitative and qualitative data, respectively. The GCT’s internal consistency was 0.784, indicating a preferable internal consistency. The quantitative data was analyzed using the SPSS version 26, by employing descriptive and inferential statistics. The study found no significant performance difference between high and low achievers after using the GLS. The approach improved the lower achievers’ performance. The interview results revealed that Senior High School Biology students perceived that the Generative Learning Strategy improved the understanding, motivation, retention and self-directed learning of genetic concepts, thereby enhancing their learning outcomes. The study recommended that SHS Biology teachers employ the Generative Learning Strategy in teaching genetic concepts to bridge the performance gap between high and low achievers.