Effects of Instructional Strategies on Pupils' Comfort and Confidence in Using Science Kits in Rural Primary Schools in Asunafo South District, Ghana

Science education in Ghana faces persistent challenges in translating curriculum objectives into hands-on practice, particularly in rural schools. The rollout of curriculum-based science kits presents an opportunity to address this gap; however, limited evidence exists on how instructional strategies influence pupils' comfort and confidence in using these tools. This study examined the effects of instructional sequencing on Basic 6 students' comfort and confidence in using science kits in rural Ghanaian primary schools. Guided by the Technology Acceptance Model (TAM), a convergent parallel mixed-methods quasi-experimental design compared two instructional sequences: kit use before formal instruction (n = 17) and kit use after instruction (n = 24). Quantitative data were collected via a Perceived Ease of Use questionnaire, while qualitative data were gathered through semi-structured interviews with 10 students. Students generally perceived the kit as easy to use. A statistically significant difference was found between groups (U = 52.0, p < .001, r = 0.745). Students using the kit after instruction (M = 3.87) reported significantly higher confidence than those using it before instruction (M = 3.18). Qualitative findings highlighted the role of teacher explanation and structured guidance in improving perceived usability. Instructional sequencing significantly influences pupils' comfort and confidence. The reinforcement model enhances perceived ease of use. Recommendations include reinforcement-oriented instructional approaches and targeted professional development.