EFFECTS OF ACTIVITY -BASED STRATEGY ON THE ACHIEVEMENT OF BASIC SCIENCE AND TECHNOLOGY IN JUNIOR SECONDARY TWO IN JOS SOUTH PLATEAU STATE
Abstract
The study investigated the effect of Activity-Based Strategy on the Achievement of
Basic Science and Technology in Junior Secondary Two in JosSouth Local
Government area of Plateau State. Three research questions and three null
hypotheses were formulated to guide the study. A pre-test posttest nonequivalent
control group form of quasi-experimental design was employed in the study. A sample
of 80 students participated in the study. The sample was drawn from a population of
2,950 JSS2 students of the Eighty (80) Public Secondary schools in the area, through
a simple random sampling technique. A researcher- developed instrument tag, “Basic
Science and Technology Achievement Test (BSAT)” consisting of 20 multiple choice
was used for data collection. The instrument was validated by three experts; two in
Research, Test and Measurement, and one expert in the Department of Science and
Technology education, all from University of Jos. the reliability of the instrument was
ascertained at 0.72 using Kudder Richardson 20 (K-R20) . The data were analyzed
using Statistical Package for Social Science (SPSS) version 20. Specifically, mean
and standard deviation was used to answer research questions while the hypotheses
were tested at 0.05 level of significance using t-test for independent samples. The
results revealed among others that; students in the experimental group that were
taught Basic Science and Technology using Activity-Based strategy had higher
posttest mean achievement score than their counterparts in the control group and that
male students in the experimental group had a slightly higher posttest mean
achievement score than their female counterparts in the same group after treatment.
It was recommended that Teachers of Basic Science and Technology should employ
Activity-Based strategy in their classroom instruction as the strategy has proven
effective in enhancing achievement of students in the subject and thatTeachers should
provide equal opportunities to both male and female students in the teaching and
learning process
Full-Text Access Notice
In accordance with the NERD Policy on promoting peer-reviewed publication, public access to the full text of a project, thesis or dissertation is restricted for three years, allowing the author and supervisors sufficient time to pursue peer-reviewed publication.
During this period, researchers with legitimate academic or research purposes may request authorisation directly from the author to enable NERD to release the indexed full texts of the work using the form below.