Effects of an Activity-Based Learning Strategy on Secondary School Students’ Academic Achievement in Biology in Asari-Toru Local Government Area, Rivers State
DOI:
https://doi.org/10.63561/fnas-jmse.v7i1.1062Keywords:
Activity-Based Learning, Students’ Academic Achievement, Retention, Hands-On, Minds-On ApproachAbstract
This study investigated the effect of activity-based learning strategies on the academic performance of secondary school students in Biology within Asari-Toru Local Government Area of Rivers State. The research was guided by two research questions and two corresponding hypotheses. A quasi-experimental design involving pretest and posttest control groups was adopted for the study. The population comprised 677 senior secondary one (SS1) Biology students enrolled in public secondary schools across the local government area. From this population, a sample of 132 students was drawn from four public schools, with each intact class serving as an experimental unit. The participants were selected through a purposive sampling technique. Data collection was carried out using the Biology Achievement Test (BAT) instrument, which yielded a reliability coefficient of 0.76 based on the Kuder-Richardson Formula 21 (KR-21). Descriptive statistics such as mean and standard deviation were used to address the research questions, while Analysis of Covariance (ANCOVA) was employed to test the hypotheses at a 0.05 level of significance. The findings indicated that students exposed to the activity-based learning strategy performed significantly better than their counterparts taught using the discussion method. Furthermore, a statistically significant difference was observed between the performance of male and female students taught through the activity-based approach. These outcomes suggest that Biology teachers can enhance students’ academic achievement by integrating activity-based strategies into classroom instruction. The findings also emphasize the importance of providing equal learning opportunities for both male and female students, ensuring that all learners can effectively develop their scientific understanding and reach their full academic potential.
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