Enhancing Pupils' Understanding of the Human Skeleton Using a Designed Human Skeletal Model

Abstract

This study was motivated by the researcher's observation that pupils in the Pepease Presbyterian Basic Six class had difficulty understanding the human skeleton. The study involved 33 pupils and employed an action research design. Findings showed that pupils demonstrated better understanding of the human skeleton when instruction was supported with a skeletal model designed by the researcher, compared to lessons delivered through theoretical explanations alone. Interviews, tests, and questionnaires were used as research instruments to gather data. The improvised skeletal model proved effective, as reflected in the pupils' markedly improved performance after the intervention. Based on the results, the study recommends providing periodic in-service training for science teachers, particularly those in remote areas, to equip them with skills for designing improvised instructional materials for topics in the Basic School Science curriculum.