EFFECTS OF ACTIVITY-BASED TEACHING STRATEGY ON ACADEMIC ACHIEVEMENT AND RETENTION IN BASIC SCIENCE CONCEPTS AMONG JUNIOR SECONDARY SCHOOL STUDENTS.

Simple item page
dc.contributor.authorIWUJI, Ngozi
dc.contributor.authorPauline
dc.date.accessioned2015-10-06T09:21:03Z
dc.date.available2015-10-06T09:21:03Z
dc.date.issued2012-06
dc.descriptionA THESIS SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES, AHMADU BELLO UNIVERSITY, ZARIA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF MASTERS DEGREE IN SCIENCE EDUCATIONen_US
dc.description.abstractThe study investigated effects of Activity-Based teaching strategy on academic achievement and retention in Basic Science concepts among junior secondary two students. A sample of 80 JS 2 Basic Science students were randomly selected made up of 37 male and 43 female, pre – tested and categorized into experimental and control groups. The subjects in the experimental group were taught measurement concepts using the Activity-Based teaching strategy and their achievement and retention abilities were compared with that of the control group who were taught same concepts using lecture method. Pretest, post test and postpost test data were analyzed to determine the group equivalence, achievement and retention abilities of the students in the experimental and the control groups. Three hypotheses were tested using t-test statistics of P-value 0.05 and the following major findings were made: Students exposed to Activity-Based teaching strategy i.e. (Experimental group) achieved significantly higher than their counterparts taught using lecture method. Students exposed to Activity-Based instructional strategy retained the learnt concepts significantly better than their counterparts exposed to lecture instructional strategy; there was no significant difference in academic achievement between the male and female students exposed to Activity-Based and lecture instructional strategies. On the basis of these findings, some recommendations were made, one of which is that teachers of Basic science should use Activity-Based instructional strategy in their teaching as it enhances achievement and retention among JSS2 students.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/6881
dc.language.isoenen_US
dc.subjectEFFECTS OF ACTIVITY-BASED,en_US
dc.subjectTEACHING STRATEGY,en_US
dc.subjectACADEMIC ACHIEVEMENT,en_US
dc.subjectRETENTION,en_US
dc.subjectBASIC SCIENCE CONCEPTS,en_US
dc.subjectAMONG JUNIOR SECONDARY SCHOOL STUDENTS.en_US
dc.titleEFFECTS OF ACTIVITY-BASED TEACHING STRATEGY ON ACADEMIC ACHIEVEMENT AND RETENTION IN BASIC SCIENCE CONCEPTS AMONG JUNIOR SECONDARY SCHOOL STUDENTS.en_US
dc.typeThesisen_US
Files
Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
EFFECTS OF ACTIVITY-BASED TEACHING STRATEGY ON ACADEMIC ACHIEVEMENT AND RETENTION IN BASIC SCIENCE CONCEPTS AMONG JUNIOR SECONDARY SCHOOL STUDENTS.pdf
Size:
4.19 MB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.58 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
EDUCATION