Effect of Activity-based Instruction and Demonstration Methods on Academic Performance in Basic Science Among Rural and Urban Primary School Pupils in Katsina State, Nigeria

Suleiman Sa'adu Matazu, Bishir Aliyu

Abstract


This study assesses the impact of activity-based instruction and demonstration method on academic performance in basic science among rural and urban pupils in Katsina state, Nigeria. This study used quasi experimental and control group design involving pre and posttest. In this study, three groups’ namely experimental group I, experimental group II and control group were involved. The three groups were pre-tested, treated and post tested. The population of this study covered a total number of twenty-three thousand seven hundred and eighty-four primary six pupils (23784) in five Local Government Education Authorities that formed Kankia Education zone. The sample of this study covered a total number of one hundred and forty primary six pupils from three selected primary schools. The study used Basic Science Performance Assessment Tool (BSPAT) containing 50 multiple test items, validated and with reliability coefficient of 0.82. Data collected were analysed using mean, standard deviation, and Analysis of Covariance at 0.05 level of significance. Result of findings shows that there is significant difference between the academic performance of pupils in experimental and control groups; there is no significant difference between the academic performance of pupils in rural and urban areas as revealed in their mean scores. On the bases of findings of this research, the research recommends that the use of activity-based method and demonstration method in teaching Basic Science should be encouraged by stakeholders in education industry such as the Federal and State Ministries of Education. 

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