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You searched for subject:(teacher centred method). Showing records 1 – 2 of 2 total matches.

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University of South Africa

1. Agbenyeku, Elizabeth Umoh. The impact of activity-based method on the performance of Science learners from selected junior secondary schools in Nigeria.

Degree: 2017, University of South Africa

The study investigated the Impact of Activity-Based Teaching Method (ABTM) on students’ academic performance in basic science at Junior Secondary Schools in Katsina Metropolis, Nigeria. Three research questions and three research hypotheses were formulated to guide the researcher in the conduct of the research. The study randomly sampled three hundred and thirty (330) out of nine thousand and six (9,006) Junior III Basic Science Students. Three of the randomly selected schools were placed as experimental control groups. A total of one hundred and sixty five (165) students were randomly sorted out, each way, to constitute the experimental and control groups. A quasi-experimental pre-test-post-test research design was used for the study. A pre-test was administered to ascertain the equivalence of the two groups. The study subjects in the experimental group were taught a number of concepts enshrined in environmental management for sustainability using the assets in activity-based teaching method; the control group was taught the same content using the lecture method for eight weeks. The students were subjected to “Basic Science Achievement Test” (BSAT); this instrument provided data for addressing the research questions and hypotheses raised in the study; the hypotheses were tested using SPSS version 20.0 packaged at 0.05 level of significance; t-test for independent samples was used to test the hypotheses. The study revealed that basic science students taught using activity-based teaching strategy performed significantly higher than their counterparts who were only taught using lecture method; similarly, there was significant difference in the academic performance of males, as compared to female students; similarly the students exposed to activity-based teaching strategy demonstrated a higher retention ability indices in the learning of basic science concepts, as compared to their colleagues who were exposed only to the lecture method. The study recommended that teachers should employ activity-based teaching methodology (ABTM) in teaching concepts in basic science at Junior Secondary Schools in order to enhance academic performance and retention of the content that was taught. The study further recommended that there should be provisions in schools of facilities, provisions and equipment which are vital for effective implementation of activity-based teaching method (ABTM).

Subjects/Keywords: Activity-based method; teacher-centred method; impact; environmental management; sustainability; retention ability indices; basic science concepts; effective implementation; academic performance; lecture method

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Agbenyeku, E. U. (2017). The impact of activity-based method on the performance of Science learners from selected junior secondary schools in Nigeria. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/24918

Chicago Manual of Style (16th Edition):

Agbenyeku, Elizabeth Umoh. “The impact of activity-based method on the performance of Science learners from selected junior secondary schools in Nigeria.” 2017. Doctoral Dissertation, University of South Africa. Accessed June 24, 2019. http://hdl.handle.net/10500/24918.

MLA Handbook (7th Edition):

Agbenyeku, Elizabeth Umoh. “The impact of activity-based method on the performance of Science learners from selected junior secondary schools in Nigeria.” 2017. Web. 24 Jun 2019.

Vancouver:

Agbenyeku EU. The impact of activity-based method on the performance of Science learners from selected junior secondary schools in Nigeria. [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10500/24918.

Council of Science Editors:

Agbenyeku EU. The impact of activity-based method on the performance of Science learners from selected junior secondary schools in Nigeria. [Doctoral Dissertation]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/24918


University of South Africa

2. Agbenyeku, Elizabeth Umoh. The impact of activity-based method on the performance of Science learners from selected junior secondary schools in Nigeria.

Degree: 2017, University of South Africa

The study investigated the Impact of Activity-Based Teaching Method (ABTM) on students’ academic performance in basic science at Junior Secondary Schools in Katsina Metropolis, Nigeria. Three research questions and three research hypotheses were formulated to guide the researcher in the conduct of the research. The study randomly sampled three hundred and thirty (330) out of nine thousand and six (9,006) Junior III Basic Science Students. Three of the randomly selected schools were placed as experimental control groups. A total of one hundred and sixty five (165) students were randomly sorted out, each way, to constitute the experimental and control groups. A quasi-experimental pre-test-post-test research design was used for the study. A pre-test was administered to ascertain the equivalence of the two groups. The study subjects in the experimental group were taught a number of concepts enshrined in environmental management for sustainability using the assets in activity-based teaching method; the control group was taught the same content using the lecture method for eight weeks. The students were subjected to “Basic Science Achievement Test” (BSAT); this instrument provided data for addressing the research questions and hypotheses raised in the study; the hypotheses were tested using SPSS version 20.0 packaged at 0.05 level of significance; t-test for independent samples was used to test the hypotheses. The study revealed that basic science students taught using activity-based teaching strategy performed significantly higher than their counterparts who were only taught using lecture method; similarly, there was significant difference in the academic performance of males, as compared to female students; similarly the students exposed to activity-based teaching strategy demonstrated a higher retention ability indices in the learning of basic science concepts, as compared to their colleagues who were exposed only to the lecture method. The study recommended that teachers should employ activity-based teaching methodology (ABTM) in teaching concepts in basic science at Junior Secondary Schools in order to enhance academic performance and retention of the content that was taught. The study further recommended that there should be provisions in schools of facilities, provisions and equipment which are vital for effective implementation of activity-based teaching method (ABTM). Advisors/Committee Members: Mokiwa, Hamza Omari (advisor).

Subjects/Keywords: Activity-based method; Teacher-centred method; Impact; Environmental management; Sustainability; Retention ability indices; Basic science concepts; Effective implementation; Academic performance; Lecture method

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Agbenyeku, E. U. (2017). The impact of activity-based method on the performance of Science learners from selected junior secondary schools in Nigeria. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/24959

Chicago Manual of Style (16th Edition):

Agbenyeku, Elizabeth Umoh. “The impact of activity-based method on the performance of Science learners from selected junior secondary schools in Nigeria.” 2017. Doctoral Dissertation, University of South Africa. Accessed June 24, 2019. http://hdl.handle.net/10500/24959.

MLA Handbook (7th Edition):

Agbenyeku, Elizabeth Umoh. “The impact of activity-based method on the performance of Science learners from selected junior secondary schools in Nigeria.” 2017. Web. 24 Jun 2019.

Vancouver:

Agbenyeku EU. The impact of activity-based method on the performance of Science learners from selected junior secondary schools in Nigeria. [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10500/24959.

Council of Science Editors:

Agbenyeku EU. The impact of activity-based method on the performance of Science learners from selected junior secondary schools in Nigeria. [Doctoral Dissertation]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/24959

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