EFFECT OF ACTIVITY-BASED TEACHING STRATEGY ON STUDENT’S ACADEMIC ACHIEVEMENT IN BASIC SCIENCE IN OYO STATE, NIGERIA

Abstract

This study investigated the effects of activity-based teaching strategy as determinants of students’ academic achievement in Basic science in Oyo State Nigeria. A pretest-posttest control group quasi experimental design was employed in the study. The treatments were at two levels: Activity based and Conventional strategy. The moderating effects of gender was also examined. Total number of 260 students’ obtained from intact classes of the six selected schools participated in the study. Three instruments were used. The data collected were analyzed using Analysis of covariance (ANCOVA) at alpha level of p<0.05. Estimated Marginal Mean (EMM) of different groups were also determined and Bonferroni Post-hoc was used to obtain significant main effects. The results revealed that the treatment innovative teaching strategy found to have significant effects on students’ academic achievement (F (2,249) = 20.383; p<0.05, partial η2 = 0.150). The students exposed to the treatment obtained a higher post- achievement mean score 23.40 for discovery group followed by guided enquiry strategy group 22.50, while the conventional strategy (CS) control group had the least adjusted post-achievement mean score in basic science with 12.72. It was concluded that the innovative teaching strategy enhance students’ achievement. Based on the findings of this study, it was recommended that the Ministry of Education and other education stakeholders should put in place seminars and workshop for secondary school basic science teachers as yearly training programmes to introduce and demonstrate diverse innovative strategies.