Use of Activity-Based Learning to Improve Students` Outcomes in Basic Education Subjects, (Published)
The study deals with Activity-Based learning to improve students` outcomes in English language and Basic Science. The study examines how the use of the activity-based learning strategy enhances students` outcomes in the two core subjects taught in the upper basic levels in Nigeria. Quasi-experiment research design was used to conduct the study. The target group comprised six hundred and forty-three (643) Junior Secondary School Students (JSS II) in two selected schools. One Hundred and ten (110) were sampled using a stratified sampling technique. Self-developed instrument entitled `Basic Education Performance Scale` was deployed to assess the experimental and control groups` outcomes. The data collected were analysed using independent t-test. The study’s findings indicated that activity-based learning significantly affects the students` outcomes in English language and Basic science subjects. Therefore, it is recommended that teachers should promote active learning through the use of hands-on activities.
Bridging Gender Disparity in Academic Attainment Using Activity Based Instruction and Demonstration Method in Basic Science among Pupils in Katsina State, Nigeria (Published)
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.
Skills in Basic Science and Technology for Local Technology and Entrepreneurship in Nigeria (Published)
With the broad search for skills to drive the home grown local technology in developing countries like Nigeria, Nigerian Educational Research and Development Council (NERDC) in the new Curriculum for Basic Science and Technology, encourages teachers to lead their students to identify entrepreneurial skills in Basic Sciences. This study is one of the efforts to determine such skills in Basic Sciences and Technology for Local technology and entrepreneurship. The research took place in one of the biggest cities in a flourishing State in Nigeria with 120 students (30 each), randomly selected from four secondary schools. The validated prime instrument for the descriptive survey design was questionnaire. The data was analyzed using inferential statistics. The researcher made recommendations that could answer the usual local and global question of “Where next is technology driving the local entrepreneurial?”
The study investigated “influence of school location on student’s attitude towards mathematics and basic science”. It adopted survey design. One research question and one hypothesis was formulated and tested at 0.05 level of significance. One hundred and sixty six (166) students formed the sample of this study, two (2) validated and reliable instruments namely Mathematics and Basic Science Achievement Test (MBSAT) and Students Location Test (SLT) were used to collect data for this study. Analysis of the data results showed that; there was no significant difference in the mean performance scores between urban and rural school students with positive attitude towards mathematics and basic science using the independent t-test analysis. Based on these findings, some suggestions and recommendations were made on the need for students to develop positive attitude towards the study of mathematics and basic science despites a student location. This is because attitude is a good predictor of academic performance particularly in mathematics and basic science.