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EFFECT OF ACTIVITY-BASED TEACHING STRATEGY ON ACADEMIC ACHIEVEMENT AND RETENTION IN BASIC SCIENCE CONCEPTS AMONG JUNIOR SECONDARY SCHOOL STUDENTS IN BOKKOS LGA OF PLATEAU STATE

ABSTRACT

The study was designed to find out effect of activity-based teaching strategy on academic achievement and retention in basic science concepts among junior secondary school students in Bokkos LGA of Plateau State. The population of the study comprises of four hundred (400) students and twenty five (25) basic science teachers from ten (10) government approved junior secondary schools in Bokkos LGA of Plateau State with 120 sampled respondents. The study employed descriptive survey design. Three research questions guided the study. The three research questions were analyzed using statistical mean. The results of the study revealed that Basic science teachers have a well-informed knowledge about the activity-based teaching strategy which affects their ability to understand, to see, become aware, as well as to have an insight of what the teaching strategy is all about, the philosophy about the method as well as effective way of implementing the method in teaching and learning setting. The analysis also revealed that activity-based strategy if effectively utilized by the teachers can significantly helps learners to construct mental models that allow for ‘higher-order’ performance such as applied problem solving and transfer of information and skills. Based on the findings of the study, the researchers concluded that activity-based teaching strategies are more effective in enhancing students’ level of achievement and retention in Basic science this is because the aim of teaching is not only to transmit information but also to transform passive students into active receptors of knowledge and constructor of their own knowledge. The study recommends among others that, Basic science and technology teachers should be discouraged from using teacher-center instructional strategy in Basic science but rather, activity-based teaching strategy where students’ would be actively involved in the art teaching and learning.

TABLES OF CONTENTS

CHAPTER ONE

INTRODUCTION

1.1     Background of the Study        –        –        –        –        –        –        1

1.2     Statement of the Problem       –        –        –        –        –        –        5

1.3     Aim of the Study –        –        –        –        –        –        –        –        6

1.3.1 Specific Objectives        –        –        –        –        –        –        –        6

1.3.2  Research Questions       –        –        –        –        –        –        –        6

1.3.3 Research Hypotheses    –        –        –        –        –        –        –        7

1.4     Significance of the Study        –        –        –        –        –        –        7

1.5     Scope and Delimitation of the Study –        –        –        –        –        7

1.6     Operational Definition of Terms      –        –        –        –        –        7

CHAPTER TWO

LITERATURE REVIEW

CHAPTER THREE

 RESEARCH METHODOLOGY

3.1     Research Design –        –        –        –        –        –        –        –        32

3.2     Population and Sample of the Study –        –        –        –        –        32

3.2.1 Population of the Study          –        –        –        –        –        –        32

3.2.2  Sample       –        –        –        –        –        –        –        –        –        33

3.3     Sampling Technique     –        –        –        –        –        –        –        34

3.4     Instrument (s) for Data Collection             –        –        –        –        35

• Validity and Reliability of the Research Instrument –        –        35

3.5.1 Validity      –        –        –        –        –        –        –        –        –        35

3.5.2 Reliability  –        –        –        –        –        –        –        –        –        35

3.6     Procedure of Data Collection –        –        –        –        –        –        35

3.7     Method of Data Analysis        –        –        –        –        –        –        36

CHAPTER FOUR

RESULT AND DISCUSSION

4.1     Presentation of Bio Data         –        –        –        –        –        –        37

4.2     Analysis of Research Questions       –        –        –        –        –        38

4.3     Discussion of the Findings      –        –        –        –        –        –        44

CHAPTER FIVE

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

5.1     Summary of the Findings       –        –        –        –        –        –        47

• Conclusion – –        –        –        –        –        –        –        –        48

5.3     Recommendation –        –        –        –        –        –        –        –        48

5.4     Limitation of the Study –        –        –        –        –        –        –        49

5.5     Suggestions for Further Studies       –        –        –        –        –        49

REFERENCE     –        –        –        –        –        –        –        –        50

APPENDIX –        –        –        –        –        –        –        –        –        54

CHAPTER ONE

INTRODUCTION

1.1     Background of the Study

In the economic development of any nation, education of its citizenry has been the bedrock of national development since it helps in equipping students with the requisite knowledge, attitude, competencies, and skills useful for the nation as a whole in terms of employment opportunities for the youth and a substantial impact on the society (Anwer, 2019; Okoro, 2019). By adopting the right curriculum, Nigeria has ensured transformation in addressing issues and problems that face the country. The curriculum implemented can be effective in achieving its purpose only through adequate planning and execution of the curriculum by the teachers of such curriculum (Anwukah, 2000).

Curriculum such as Basic Science which is considered the bedrock of all science subjects at the Secondary School level. The subject prepares students at the basic level for the study of core science subjects (Biology, Chemistry and Physics) at the Senior Secondary School (SSS) level (Oludipe, 2012). According to Trustee of Princeton University (2013), Basic Science is a revolutionary new introductory science curriculum developed at Princeton intended for students considering a career in science. Basic Science emphasizes scientific literacy and research oriented learning (Gunseli & Guzin, 2017).  Basic Science is a concept in science teaching in Nigeria that came to replace integrated science.

Basic Science is basic training in scientific skills which are required for human survival, sustainable development and societal transformation (Guyana, 2018). Basic Science is expected to make Nigerians scientifically literate.  The importance of Basic Science in everyday life can never be over emphasized. It serves as the bedrock which provides the required training in scientific skills to meet the growing needs of the society. It is the fundamental knowledge acquired through Basic Science at the upper basic level that leads to the transformation of the world through dramatic advances in almost all fields including Medicine, Engineering, Electronics and Aeronautics among others (Guyana, 2018).  The application of scientific knowledge acquired through Basic Science, as reported by Guyana (2018) has helped many countries like China and India to transform from poor feudal type economies to become economic and industrial power houses and in several ways compete effectively with developed countries. Basic Science is of great importance because early experiences in science help students to develop problem-solving skills that empower students to participate in an increasingly scientific and technological world (Guyana, 2018). The subject encourages exploration of student’s immediate environment. As a result, Basic Science teachers continue to learn along with their students.  The teaching of Basic Science is therefore, based on the philosophy of active learner participation in the process whereby, students are encouraged to learn by constructing their own knowledge based on what they already understand as they make connection between new information and old information, guided or facilitated by the teacher (Piaget) as quoted by (Anna, 2015). Under this philosophy, students are encouraged and let to discover concepts and generalizations based on their experiments.

The National Knowledge Commission (NKC, 2019) posits that the activity- based teaching method used in Basic Science provided students with the hope of solving practical problems using their resources. Studies have shown that students taught through the activity-based approach can retain the subject much longer than those taught without (Ozen & Ergenekon, 2011). Several researchers (Shah & Rahat, 2014; Bansal & Kumar, 2012; Choo, 2007) have highlighted the enormous benefits of using activity-based teaching methods in teaching subject matter of Basic Science. The services posited include; activity-based teaching helps students achieve desired goals set by teachers for concepts learned in social studies, encourages students to learn independently, and motivates them to learn to foster higher-order skills and creative thinking.

According to Churchil (2013) activity-based learning is a learning method in which students are engaged in the „learning processes. In Activity-based learning (ABL) teaching method, in the words of Harfield, Davies, Hede, Panko Kenley (2017) “students actively participate in the learning experience rather than sit as passive listeners”. Harfield, Davies, Hede, Panko and Kenley (2017) by quoting Churchil (2013) say that active learning method is different from traditional method of teaching on two points. First, active role of students and second, collaboration among students. In ABL the learner examines learning requirements and thinks how to solve a problem in hand. The students do not learn about the content. Rather they learn about the process to solve the problem. As they go towards the solution of the problem, they also learn about the content (Churchill 2013). Effective teaching –learning process is not possible without students‟ motivation. Hake (2018) argues that students‟ motivation by engaging them in interactive- activities is an effective and useful method for teaching complex concepts.

At junior secondary school level integrated science (now basic science) was introduced for the purpose of giving foundation skills and knowledge for subsequent science studies at the higher level (Isa, 2000). The acquisition of appropriate skills and the development of mental, physical and social abilities and competencies for the individual to live in and contribute to the development of the society in which he lives, has been a major concern of Basic science. The subject views nature in a holistic approach and this makes it a discipline in its own right. Integrated science (now Basic Science) was introduced to Nigerian secondary schools in 1972 at the junior secondary school level as a result of the outcome of Science Teachers Association of Nigeria (STAN). 

Studies such as those of Mokiwa (2014) and Usman, (2017) have shown that teachers of Basic Science are not qualified and this in turn affects academic performance. One major problem of the teachers is their inability to use appropriate activity based teaching strategy. They often resort to traditional, lecture method that has been shown to lead to poor academic performance in Junior Secondary Schools, (Mokiwa 2014 and Usman 2017). Despite of the Federal Government of Nigeria’s encouragement in the teaching of Basic science in Nigerian schools by providing both moral and financial support, e.g. the establishment of National Science and Technology Fund (1998). National Policy on Education Federal Republic of Nigeria (FRN, 2008). Science is still presented to pupils as facts that young people are expected to memorize, thus less emphasis is placed on science processes and practical application of science which makes science more relevant to the needs and aspiration of the society]. Fisher (2001) feels that science suffers from pedagogical deficiency as a result of which most people cannot see the connection between the scientific knowledge they learn and daily life.

This study is therefore an attempt to fill the foregoing gaps mentioned above in the use of traditional methods in science teaching. In other words, the paradigm shift away from teaching to an emphasis on learning is to encourage power to be moved from the teacher to the student (Mokiwa 2014). This development is in contrast to traditional forms of teaching in which an educator lectures, or otherwise relays information to students who are expected to absorb what they are told. In activity-based learning, an educator serves the function of a facilitator, assisting students through the learning process, and providing them with guidance. Various actions and tasks can be used in this type of programme, allowing students to become directly involved in the learning process rather than remaining passive. This is often accomplished through the creation of different activities and projects that students work on as they learn.  One of the major objectives of this study is to find out whether the use of activity-based instructional methods would enhance and improve students’ academic performance and retention in Basic science. The study is also aimed at finding out whether the activity-based method of teaching Science produces differential effects amongst male and female students. It is upon this background that the researchers deem it fit to investigate into the effects of activity-based teaching strategy on academic achievement and retention in basic science concepts among junior secondary school students.

1.2     Statement of the Problem

Low performance and lack of retention of various science concepts among students ranges from inability of teachers to use students-center method, lack of instructional materials to teach science subjects specifically Basic Science and the teachers inability to achieve effectiveness in curriculum delivery as a result of a lack of in-depth knowledge of basic science in totality. Thus, it is apparent that the problem exists in the teaching and learning of science concepts. The concern of this study therefore is to investigate whether the use of an activity-based instructional method could enhance students’ academic performance and retention in Basic science at the junior secondary school level, and also to determine the effects of gender in academic performance of students taught basic science concepts through the use of an activity-based method.

Considering the slow progress and low status of technological development in Nigeria,  as well as the challenges Basic Science and Technology teachers face in modern classrooms, including teaching multiple subjects, excessive workloads, and demand to cover a wide range of curriculum contents, large class size, and many other issues, it has become necessary to re-assess the status of the strategies employed in teaching basic science and technology to future generations to determine their efficacy and worthwhileness. The current rate of failure, especially in science subjects, shows a serious and fundamental flaw in the background knowledge amongst junior secondary school students in the basic science.

1.3     Aim of the Study

The general aim of this study is to determine the effects of activity-based teaching strategy on academic achievement and retention in basic science concepts among junior secondary school students in Bokkos LGA of Plateau State.

1.3.1 Specific Objectives

The objectives of this study seek to find out the:

1. The effect of activity-based teaching strategy on students’ academic achievement and retention in Basic Science concepts among junior secondary school students in Bokkos LGA of Plateau State.
2. The perception of basic science teachers towards utilization of activity-based teaching strategy in effective teaching and learning of Basic Science
3. The influence of gender on students’ academic achievement when taught using activity-based approach.

1.3.2  Research Questions

In order to achieve the above objective the study came up with the following research question. The research questions are stated as follow:

1. To what extend do activity-based teaching strategy affects the academic achievement and retention in Basic Science concepts among Junior Secondary School Students in Bokkos LGA of Plateau State?
2. What is the perception of basic science teachers towards utilization of activity-based teaching strategy in effective teaching and learning of Basic Science?
3. What is the influence of gender on academic achievement of students taught using activity-based approach?

1.3.3 Research Hypotheses

Ho: There is no significant relationship between activity-based teaching method on academic performance and retention of Junior Secondary School Students’ in Basic Science concepts.

Ha: There is a significant relationship between activity-based teaching method on academic performance and retention of Junior Secondary School Students’ in Basic Science concepts.

1.4     Significance of the Study

The findings of this study are significantly crucial to teachers and researchers. It informs teachers on the effectiveness of activity-based learning, thereby shaping their teaching strategies from traditional teacher-learner interaction to hands-on activities to promote active students` participation. This work serves as reference material for interested researchers as it also serves as a guide for the researchers on the research gaps left when conducted this research.

1.5     Scope and Delimitation of the Study

The researchers have limited the study to the effects of activity-based teaching strategy on academic achievement and retention in basic science concepts among junior secondary school students.  The researchers encounters some constrain which limited the scope of the study;

1. Availability of research material: The research material available to the researchers is insufficient, thereby limiting the study.  
2. Time: The time frame allocated to the study does not enhance wider coverage as the researchers has to combine other academic activities and examinations with the study.

1.6     Operational Definition of Terms

Terms that are related to the study are defined below in order to remove somatic ambiguity in their usage.

Effects: Literally, it refers to a change which is a result or consequence of an action or other cause. In this study, it implies to the striking changes observed among basic science students when taught using activity-based teaching strategy.

Activity-Based Teaching Strategy: Literally, it refers to a method that is adopted by a teacher to emphasize his or her technique of teaching through action in which the learners take interest comprehensively and realize effective learning practices. In this study, it refers to a method employed by basic science teachers in teaching and learning of basic science.

Student: Is something or someone that is consider to learning. In this research, it refers to a basic science learner.

Student’s Achievement: It refers to the extent to which a learner has attained their short or long-term educational goals. In this study, it refers to those goals that have been attained by basic science students through the use of activity-based teaching strategy.

Student’s Achievement and Retention: It refers to the measure of students that enroll, continue, and finish their academic studies in the same school. In this research, it refers to the ability of junior secondary school students to retain what they have learned after been exposed to basic science concepts using activity-based learning approach.

Teaching: Literally, it refers to the concerted sharing of knowledge and experience, which is usually organized within a discipline and, more generally, the provision of stimulus to the psychological and intellectual growth of a person by another person or artifact. In this research, teaching is considered as the act of imparting basic science instructions via activity based teaching strategy to the learners in the classroom situation.

Basic Science: Basic science principally refers to the scientific disciplines of Physics, Chemistry, Biology and Mathematics as well as to their sub-disciplines. In this research, it refers to the foundational aspect of science education that deals with the impartation of the basic knowledge needed to understand science by junior secondary school students.

Junior Secondary Schools: It refers to a phase of education in state secondary schools for Years 7, 8 and 9, which helps to ensure the bridge between primary and secondary school is safe, strong and consistent for all students. In this research, it refers to the level of education use by the researchers to effectively impart basic science concepts through the use of activity-based teaching strategy.