Bridging Gender Disparity in Academic Attainment Using Activity Based Instruction and Demonstration Method in Basic Science among Pupils in Katsina State, Nigeria

Abstract

This study assessed the impact of Activity based and demonstration teaching strategies in bridging gender disparity in basic science among pupils in Katsina state, Nigeria. The study used quasi experimental design. Three groups’ namely experimental group I, experimental group II and control group were involved. The sample of this study covered a total number of one hundred and forty primary six pupils from three selected primary schools in Kankia. This study used Basic Science Performance Assessment Tool (BSPAT) containing 50 multiple test items, the instrument was validated and with reliability coefficient of 0.82. Data collected were analysed using mean, standard deviation, t-test and Analysis of Covariance at 0.05 level of significance. Result of findings shows that there is significant difference between the academic performance of pupils in experimental and control groups; there is no significant difference between the academic performance of boys and girls pupils in experimental group as revealed in their mean scores. It was recommended that since the use of activity based method and Demonstration Method is efficacious in enhancing performance of boys and girls, curriculum planners like Nigerian Educational Research and Development Council (NERDC) should incorporate activities that involve the two methods in curriculum of primary school sciences.

Keywords: Activity Based Method, Basic Science, Demonstration Method

Article Review Status: Published

Pages: 29-37 (Download PDF)

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