Experiential learning model and pupil interest in Basic Science and Technology

Abstract

The study was a quasi-experimental study that adopted a non-equivalent pre-test and post-test design to investigate the effect of the experiential learning model (ELM) on pupils' interest in Basic Science and Technology in public primary schools in Oyigbo Local Government Area of Rivers State. The population of the study consisted of all primary five pupils in public primary schools within the LGA. The sample of the study consisted of one hundred and twenty (120) pupils who were randomly selected from two public primary schools in the zone. It was guided by two research questions and hypotheses. The instrument for data collection was the Basic Science and Technology Interest Scale (BSTIS). The reliability of BSTIS was found to be 0.78. The research questions were analyzed using mean and standard deviation, while the hypotheses were tested at 0.05 level of significance using the Z test. The findings of the study revealed that the Experiential Learning Model (ELM) was very significant in enhancing pupils’ interest in Basic Science and Technology. Moreover, it showed that gender did not significantly affect the pupils’ interest in Basic Science and Technology. To this end, recommendations were made amongst which were: that ELM should be incorporated as a strategy for teaching Basic Science and Technology at the primary school level (primary 4-6).