EFFECT OF ACTIVITY-BASED TEACHING STRATEGY ON PRIMARY SCHOOL PUPILS’ ACADEMIC ACHIEVEMENT IN BASIC SCIENCE IN EDU LOCAL GOVERNMENT AREA OF KWARA STATE
Keywords:
Activity-based strategy, Academic achievement, Basic scienceAbstract
This study investigated the effect of activity-based teaching strategy on Primary School Pupils’ Academic Achievement in Basic Science in Edu Local Government Area, Kwara State. The population comprised all pupils in Edu Local Government Area. Samples of 80 primary five pupils were used for this study, 42 male and 38 female. Simple random sampling technique was used in this study to select the samples. Pre-test, Post-test, Quasi Experimental design was adopted in the study. Four hypotheses were raised and tested at 0.05 level of significance. The instruments used for this study were Activity-based instructional package (r = 0.79) and Basic Science Achievement Test. The descriptive statistics (frequency count, mean and percentage) and inferential statistics (ANCOVA) were used to analyse the data collected. The finding revealed that pupils exposed to activity-based teaching strategy (Experimental group) achieved significantly higher than their counterparts taught using conventional method. Based on the findings, recommendations were made, one of which is that teachers of Basic Science should use activity-based instructional strategy in their teaching as it enhances better achievement.
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