A REVIEW OF EFFECT OF ACTIVE LEARNING STRATEGY ON PERFORMANCE OF UPPER BASIC2 SCIENCE STUDENTS IN KONSHISHA LGA OF BENUE STATE

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A REVIEW OF EFFECT OF ACTIVE LEARNING STRATEGY ON PERFORMANCE OF UPPER BASIC2 SCIENCE STUDENTS IN KONSHISHA LGA OF BENUE STATE

Abstract

This study investigates the effect of active learning strategies on the academic performance of Upper Basic 2 science students in Konshisha Local Government Area (LGA) of Benue State, Nigeria. The persistent issue of low student engagement and poor performance in science subjects, often attributed to traditional teacher-centered instructional methods, underscores the need for alternative teaching approaches. Active learning, which involves students in the learning process through discussions, problem-solving, and hands-on activities, has been proposed as a solution to enhance student engagement and improve academic outcomes.

The research adopts a quasi-experimental design, comparing the performance of students taught using active learning strategies with those taught using traditional methods. A sample of Upper Basic 2 science students from selected schools in Konshisha LGA was used for the study. Data were collected through pre-tests, post-tests, and observation of classroom activities, and analyzed using statistical methods to determine the impact of the active learning strategies.

The findings reveal a significant improvement in the academic performance of students exposed to active learning strategies compared to those taught through traditional methods. Additionally, the study identifies increased student engagement and participation in science classes as a key outcome of active learning. However, challenges such as limited resources and teacher readiness to implement active learning strategies were noted.

The study concludes that active learning strategies significantly enhance student performance and engagement in science education at the Upper Basic 2 level. It recommends the adoption of active learning approaches in science curricula and calls for teacher training programs to support the effective implementation of these strategies. These findings have implications for educational practice and policy, particularly in regions facing challenges in science education.

CHAPTER ONE:

INTRODUCTION

1.1 Background of the Study

Education is the foundation of any society, shaping individuals and influencing national development. Science education, in particular, is critical in promoting technological advancement and innovation. At the upper basic level, science education lays the groundwork for students to develop critical thinking, problem-solving skills, and a deeper understanding of the natural world. However, the traditional teacher-centered instructional approach often fails to engage students effectively, leading to poor academic performance and a lack of interest in science subjects.

Active learning strategies, which involve students in the learning process through activities, discussions, and hands-on experiences, have gained attention as a means of improving student engagement and academic performance. Unlike passive learning, where students receive information passively from the teacher, active learning requires students to actively participate in their own learning, fostering a deeper understanding and retention of knowledge.

Konshisha Local Government Area (LGA) in Benue State, Nigeria, like many other regions, has faced challenges in the quality of science education at the upper basic level. Poor performance in science subjects has been a recurring issue, attributed to various factors, including the instructional strategies employed by teachers. This study seeks to investigate the effect of active learning strategies on the performance of Upper Basic 2 science students in Konshisha LGA, with the aim of identifying effective teaching methods that can enhance student performance and interest in science.

1.2 Statement of the Problem

The persistent low performance of students in science subjects at the upper basic level in Konshisha LGA has raised concerns among educators, parents, and policymakers. Despite various efforts to improve science education, the traditional teacher-centered approach continues to dominate classrooms, often leading to disengagement and poor academic outcomes among students. This study addresses the need for alternative instructional strategies that can foster better student engagement and improve academic performance in science.

Active learning strategies, which emphasize student participation and hands-on learning, have shown promise in improving academic outcomes in various educational settings. However, there is limited empirical evidence on the effectiveness of these strategies in the context of science education in Konshisha LGA. This study aims to fill this gap by exploring the impact of active learning strategies on the performance of Upper Basic 2 science students in the area.

1.3 Purpose of the Study

The primary purpose of this study is to examine the effect of active learning strategies on the academic performance of Upper Basic 2 science students in Konshisha LGA, Benue State. Specifically, the study seeks to:

Determine the level of student engagement in science classes using active learning strategies.

Compare the academic performance of students taught using active learning strategies with those taught using traditional teaching methods.

Identify the challenges faced by teachers in implementing active learning strategies in science education.

Provide recommendations for improving science education through the adoption of active learning strategies.

1.4 Research Questions

To guide this study, the following research questions have been formulated:

How does the use of active learning strategies affect student engagement in Upper Basic 2 science classes in Konshisha LGA?

What is the difference in academic performance between students taught using active learning strategies and those taught using traditional methods?

What challenges do teachers encounter in implementing active learning strategies in science education?

What strategies can be recommended to enhance the effectiveness of active learning in science education?

1.5 Research Hypotheses

The study will test the following null hypotheses:

There is no significant difference in student engagement between Upper Basic 2 science students taught using active learning strategies and those taught using traditional methods.

There is no significant difference in the academic performance of Upper Basic 2 science students taught using active learning strategies and those taught using traditional methods.

1.6 Significance of the Study

This study is significant for several reasons:

Educational Practice: The findings will provide insights into the effectiveness of active learning strategies in improving student engagement and performance in science education. This could lead to the adoption of more student-centered teaching approaches in Konshisha LGA and beyond.

Policy Making: The study’s outcomes could inform policymakers in the education sector on the need to revise curricula and teaching methodologies to incorporate active learning strategies, thereby improving science education outcomes.

Teacher Development: The study will highlight the challenges teachers face in implementing active learning strategies and suggest ways to address these challenges, which could enhance teacher training and professional development programs.

Future Research: The study will contribute to the existing body of knowledge on active learning in science education, providing a basis for future research in similar educational contexts.

1.7 Scope of the Study

This study focuses on Upper Basic 2 science students in Konshisha LGA of Benue State. It examines the impact of active learning strategies on student engagement and academic performance in science subjects. The study will involve a comparison between students taught using active learning strategies and those taught using traditional teaching methods. The scope is limited to science education at the Upper Basic 2 level, and the findings may not necessarily be generalizable to other subjects or educational levels.

1.8 Definition of Terms

Active Learning: An instructional approach that involves students in the learning process through activities, discussions, problem-solving, and hands-on experiences, as opposed to passive listening to a teacher’s lecture.

Traditional Teaching Methods: Conventional instructional approaches that are primarily teacher-centered, with the teacher delivering content while students passively receive information.

Upper Basic 2: A level of education in the Nigerian school system, equivalent to the eighth grade, where students are typically between the ages of 13 and 14.

Academic Performance: The level of achievement or proficiency demonstrated by students in their educational assessments, usually measured through tests, exams, or continuous assessment scores.

Science Education: A field of education that deals with the teaching and learning of science subjects, including biology, chemistry, physics, and integrated science, at various educational levels.

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