Nathaniel Ayodeji Omilani, Sunday Akin Akinyele, Tunde Sehinde Durowoju, Ebenezer Ifeoluwa Obideyi


There are various approaches to science teaching at the primary school level. Common to these approaches is assessment of pupils only in the theoretical aspect of science. This study determined the effect of an approach that inculcates the assessment of the practical aspect of science into the teaching and learning process on pupils’ achievement in basic science and technology. In this approach, pupils in primary schools were engaged in science activities which were in line with the content of science as reflected in the basic science, basic technology and information and communication technology themes of the basic science and technology curriculum. This study adopted a pretest-posttest control group quasi experimental research design. The population of the study was all the basic four pupils (primary 4) in Odeda local government area of Ogun state. Three hundred and three (303) basic four pupils selected from four public primary schools formed the sample of the study; the instruments for data collection were: basic science and technology interest questionnaire. Participants’ practical activities were assessed. The data collected were analysed using the analysis of covariance and estimated marginal means. The result of the study indicates that the pupils who were taught science with the approach which makes the assessment of practical an integral aspect of teaching and learning process had an insignificant posttest interest mean gain in two themes of basic science and technology. Since the education enterprise focuses on learners’ progress no matter how insignificant; it was recommended that pupils should not only be engaged in hands on activities but their performance in hands on activities must be assessed.


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