Effects of Hands-On Activity-Based and Demonstration Methods on Senior Secondary Students’ Achievement in Physical Chemistry
University of Jos Journal of Educational Studies 2017, Vol. 17. No 1.
13 Pages Posted: 21 Feb 2018
Date Written: November 10, 2017
The study examined the effects of hands-on activity-based and demonstration methods on senior secondary students’ achievement in Physical Chemistry. The study adopted a pre-test, post-test, non-equivalent quasi-experimental design. A sample of 172 students from six purposively selected secondary schools out of a population of 8,381 Senior Secondary II students from zone C of Benue State, Nigeria. The experimental groups were taught physical chemistry using hands-on activity-based and demonstration methods while the control group were taught using discussion method. Three research questions and three null hypotheses guided the study. A validated 30-item Physical Chemistry Achievement Test (PCAT) was the instrument used to collect data. Reliability coefficient of 0.96 was established using Kuder-Richardson (KR-21) formula. Mean and Standard Deviation scores were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The study revealed that students taught using handson activity-based and demonstration methods had significantly higher mean achievement scores respectively than those taught using discussion method (F=231.254, P(0.0001<0.05), (F=182.125, P(0.0001<0.05). Students in hands-on activity-based and demonstration groups did not differ significantly in achievement (F=23.060, P(0.166>0.05). It was recommended among others that chemistry teachers should be encouraged to adopt hands-on activity-based and demonstration teaching methods in teaching physical chemistry.
Keywords: Hands-on activity-based, demonstration, achievement, physical chemistry.
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