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The impact of activity-based method on the performance of Science learners from selected junior secondary schools in Nigeria

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dc.contributor.advisor Mokiwa, Hamza Omari
dc.contributor.author Agbenyeku, Elizabeth Umoh
dc.date.accessioned 2018-10-24T09:22:27Z
dc.date.available 2018-10-24T09:22:27Z
dc.date.issued 2017-07-15
dc.identifier.citation Agbenyeku, Elizabeth Umoh (2017) The impact of activity-based method on the performance of Science learners from selected junior secondary schools in Nigeria, University of South Africa, Pretoria, <http://hdl.handle.net/10500/24959>
dc.identifier.uri http://hdl.handle.net/10500/24959
dc.description.abstract The study investigated the Impact of Activity-Based Teaching Method (ABTM) on students’ academic performance in basic science at Junior Secondary Schools in Katsina Metropolis, Nigeria. Three research questions and three research hypotheses were formulated to guide the researcher in the conduct of the research. The study randomly sampled three hundred and thirty (330) out of nine thousand and six (9,006) Junior III Basic Science Students. Three of the randomly selected schools were placed as experimental control groups. A total of one hundred and sixty five (165) students were randomly sorted out, each way, to constitute the experimental and control groups. A quasi-experimental pre-test-post-test research design was used for the study. A pre-test was administered to ascertain the equivalence of the two groups. The study subjects in the experimental group were taught a number of concepts enshrined in environmental management for sustainability using the assets in activity-based teaching method; the control group was taught the same content using the lecture method for eight weeks. The students were subjected to “Basic Science Achievement Test” (BSAT); this instrument provided data for addressing the research questions and hypotheses raised in the study; the hypotheses were tested using SPSS version 20.0 packaged at 0.05 level of significance; t-test for independent samples was used to test the hypotheses. The study revealed that basic science students taught using activity-based teaching strategy performed significantly higher than their counterparts who were only taught using lecture method; similarly, there was significant difference in the academic performance of males, as compared to female students; similarly the students exposed to activity-based teaching strategy demonstrated a higher retention ability indices in the learning of basic science concepts, as compared to their colleagues who were exposed only to the lecture method. The study recommended that teachers should employ activity-based teaching methodology (ABTM) in teaching concepts in basic science at Junior Secondary Schools in order to enhance academic performance and retention of the content that was taught. The study further recommended that there should be provisions in schools of facilities, provisions and equipment which are vital for effective implementation of activity-based teaching method (ABTM). en
dc.format.extent 1 online resource (xvi, 254 leaves)
dc.language.iso en en
dc.subject Activity-based method en
dc.subject Teacher-centred method en
dc.subject Impact en
dc.subject Environmental management en
dc.subject Sustainability en
dc.subject Retention ability indices en
dc.subject Basic science concepts en
dc.subject Effective implementation en
dc.subject Academic performance en
dc.subject Lecture method en
dc.subject.ddc 507.1266976
dc.subject.lcsh Science -- Study and teaching (Secondary) -- Nigeria -- Katsina en
dc.subject.lcsh Academic achievement -- Nigeria -- Katsina en
dc.subject.lcsh Active learning -- Nigeria -- Katsina en
dc.subject.lcsh Lecture method in teaching en
dc.title The impact of activity-based method on the performance of Science learners from selected junior secondary schools in Nigeria en
dc.type Thesis en
dc.description.department Curriculum and Instructional Studies en
dc.description.degree D. Ed. (Didactics)


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