HANDS-ON STRATEGY AS A CATALYST FOR IMPROVING STUDENTS ACHIEVEMENT IN BIOLOGY AMONG SECONDARY SCHOOLS IN OBAFEMI-OWODE LOCAL GOVERNMENT AREA OF OGUN STATE, NIGERIA
Keywords:
Nation-building, Humankind, Gender, Activity-based, Intact class.Abstract
Practical exploration has been propagated in the National Policy on Education for Critical thinking enquiry, creativity and innovation in order to reinforce effective teaching of science education. In consequence, the study investigated Hands-on strategy as a catalyst for improving students’ achievement in Biology. The study adopted a pre-test, post-test, control group quasi-experimental design using 2 x 2 factorial matrix. The samples of the study consisted of fifty (50) students in intact classes from two senior secondary school II offering Biology in co-educational senior secondary schools while Biology Achievement Test (BAT, 0.64) was used for data collection. The BAT was a 30 item objective test constructed by the researcher with the coefficient of 0.64 index. The research was carried out within four weeks. Data collected were analyzed using Analysis of Co-variance (ANCOVA) at 0.05 level of significance. There was significant effect of instructional strategy on students’ achievement in Biology (F (1, 47) = 7.268, P < 0.05); the 2-way interaction effect of Hands-on and gender was not significant on students achievement in Biology (F (1, 47) = .084, P > 0.05). This outcome implies that student post-test mean achievement scores in Biology in the levels of treatment (Hands-on and control) did not vary across the two levels of gender (male and female). The study concluded that Hands-on strategy led to improved students achievement in Biology while the effect of gender was not significant. It was recommended that teachers should be provided with adequate training and support to ensure they can effectively implement Hands-on strategy in their teaching. Professional development workshops, sharing best practices, and mentoring opportunities can help educators feel confident and competent in utilizing these techniques. Collaborative and supportive learning environment should be fostered, where students are encouraged to explore, ask questions and learn from their mistakes to enhance the benefit of Hands-on learning experience in Biology.
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