Effects of activity based approach on the achievement of secondary school physics students in ilorin metropolis, Kwara State
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Date
2016-11
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Published by the Department of Science Education, Faculty of Education, University of Ilorin,Ilorin,Nigeria
Abstract
This study investigated the effects of activity-based approach on the achievement of secondary school students in ilorin metropolis. The research design was pre-test post-test quasi-experimental, non-equivalent and non-randomized which adopts 2x3 factorial design for analysis Students in an intact were engaged in the study. The instrument used for this study was the physics achievement test (PAT). Two null hypotheses were formulated and tested using t-Test at 0.05 level of significance. The findings revealed a significant difference in the performance of favour of students taught using the activity-based approach with t-value of 2.275nand p-value of 0.014 at 0.05 level of significance. Also, there was no significant difference in the performance of male and female students taught using the activity-based approach with t-value of 1.134 and a p-value of 0.134 at 0.05 level of significance. Based on the findings, the study recommended that physics teachers should ensure the use of activity based approach during physics lesson. Science curriculum planners should design a curriculum which encourages the use of activity based approach in the teaching and learning of science especially physics. Teacher training institutions should train students tyaechers in the use of different methodologies that will involve activities of students
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Keywords
Effects, Activity based approach, Achievement, Physics, Gender, performance
Citation
Mohammed, R. E. & Kareem, I (2016). Effects of activity based approach on the achievement of secondary school physics students in ilorin metropolis, Kwara State. Journal of Curriculum and Instruction; 9