EXPLORING THE BENEFITS OF ACTIVITY-BASED LEARNING IN ENHANCING COGNITIVE SKILLS OF SECONDARY SCHOOL SCIENCE AND TECHNOLOGY STUDENTS IN SOUTH-SOUTH, NIGERIA

Stella N. Nwosu, Rebecca U. Etiubon, Ijeoma B. Ofem

Abstract


Improving the quality of Science and Technology education requires effective teaching techniques, which largely depend on the development of teachers' pedagogical skills. This study examines how the application of the Activity-Based Learning (ABL) approach influences Secondary School Science and Technology students' cognitive learning abilities. These skills are examined based on Bloom's Taxonomy, and are evaluated by their teachers. The study also investigated the teachers' ability to effectively apply the ABL approach after receiving training. The study formulated two research questions and a hypothesis; and focused on Basic Science and Technology (BST) students in three districts of the State of Akwa Ibom in South-South Nigeria. The fifty-six teachers who taught these students were trained in the ABL approach, and 308 students of 20 teachers were randomly selected to form the sample for the study. The teachers completed the "Basic Science and Technology Teachers Activity-Based Learning Evaluation Scale” (BSTTABLES) which elicited their response to items on their ability to apply the ABL approach and their evaluation of their students' cognitive learning ability as they apply the ABL approach in teaching BST subjects. Analysis of the data generated revealed that the teachers were highly able to apply the ABL approach and the students responded favorably to it, although their scarcity of resources for class activities. According to the teachers’ evaluation, their students improved in the cognitive learning outcomes of Recall, Comprehension, and Application, which were high when ABL was applied. While there was only slight improvement in the higher-order cognitive skills. The study concludes that the application of ABL leads to significant enhancement in the cognitive learning outcomes of BST students. It recommends continuous training, retraining and support of teachers to ensure the effective application of the ABL approach.

 

Article visualizations:

Hit counter


Keywords


Basic Science and Technology, Activity-Based Learning (ABL), cognitive learning ability, learning outcome

Full Text:

PDF

References


Abubakar, A. Mohammed, Y. D. (2020). Effects of Activity-based teaching method on Social Studies Students' academic achievement in Junior Secondary Schools in Kastina, Nigeria. Fudma Journal of Educational Foundations (3) 2, 206-214, http://journal.fudustina.edu.ng./index.php/fujef/article/view/1789/pdf. Accessed: 23 October, 2022

Adams. S. (2004). Using learning outcomes. A consideration of the nature of role, application, and implications for European Education of employing; "learning outcomes" at local, national, and international levels. United Kingdom Bologna Seminar Edinburgh, Scotland, https://www.ehea.info/cid102015/learning outcome-edinburgh.2004htmlAccessed: 20 October, 2022.

Ahmad A, Samiullah M., Khan, A. M. (2019). Development of scientific Knowledge and science comprehension through activities at the elementary level schools in Pakistan. Global Regional Review, https://doi.org/10.31703.Igrr.2019(iv-iv).46

Abla, C., Fraumeni, B. R. (2019). Student engagement: Evidence–based strategies to boost academic and social-emotional results, https://eric.ed.gov/?id-ED600576. Accessed: 20 October, 2022

Anwer, F. (2019). Activity–based teaching, Students motivation and academic achievement. Journal of Education and Educational Development 6(1), 154–170. Accessed: 20 October, 2022

Armstrong, P. (2010). Blooms Taxonomy. Vanderbilt University Centre for Teaching. https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/. Accessed: 20 October, 2022

Bandura, A. (1986). Social foundation of thought and action: A social cognitive theory. Englewood Cliffs Prentice Hall. In Behaviour Change, 5 (1), 37–38, doi.org/10.1017/508134839000828

Bloom, B. S., Karthwohl, D. R., Masia B. B. (1984). Taxonomy of educational objectives the classification of educational goals. Longman

Bruner, J. S. (1960). The process of education. Harvard University Press, Harvard UK.

Bruner, J. S. (1966). Towards a theory of instruction. Harvard University Press, https://www.hup.harvard.edu/catalog.php?isbn=9780674897014Accessed:10 October,2022.

Brown, J. S., Collins, A., Duguid, P. (1989). Situated cognition and the culture of learning. Educational Research Corpusio, 18 (1), 32-41, doi.org/10.3102/0013/89x01800100032.9824073

CEDEFOD (2009). The shift to learning outcomes policies and practices in Europe. CEDEFOD Reference series 72. Luxembourg office for official publications of the European Communities. http://www.Cedefop.Europa.eu/EN/publications/112900.aspx. Accessed: 10 March, 2023

Downie, N. W. & Heath, R. W. (1974). Basic Statistical Models. Fourth Edition. New York: Harper and Row.

Eportfolio (2020). Teaching strategy: activity-based learning method. Global Journal of Human Social Sciences, Linguistics & Education, 13 (4), https://globaljournals.org/GJHHSSSS-Volume/3/2-pdf. Accessed: 12 April, 2023

Federal Republic of Nigeria (2013). National Policy on Education 6th Edition. Lagos NERDC

Fredricks, J. A., Bluemenfel, P. C., Paris, A. H. (2004). School engagement: potential of the concept state of evidence. Review of Educational Research 74 (1), 59-109, doi: 10.31024654307001059

Hayat, M., Hasan, R., A, Kazmi, S. I. A., Kaleem, M. (2017). Systems, (Trends and Future), doi.org/10.11091/ICTUS.2017.826005

Harris, R., Clayton B. (2019). The current emphasis is on learning outcomes. International Journal of Training Research, 17(2), doi.org/10.1080114480220. 219. 164477

Harden, R. M. (2002). Learning Outcomes and Instructional Objectives: Is there a difference? Medical Teacher 24 (2): 151–5, doi.org/101.1080101442159022020687

Hawkins, D. (1994). Constructivism: Some History. The Content of Science: a constructivist approach to its teaching and learning. London, Falmer Press.

Hein, G. E. (1991). Constructivist learning theory. Paper presented at the CECA (International Committee of Museum Educators) Conference, Jerusalem, Israel, 15th to 22nd October, https://exploration.edu.education/ifi/constructivist-learning Accessed: 15 October, 2022

Hughes, S. K. (2012). Impact of student Engagement on achievement and well-being. Carleton University Project, doi.org/10.131401&G.2.1.536.3684.

Icury, M. (2021). Learning Objective & Learning Outcomes, Education Research Guide, Elihu Burrit Library Central Connecticut State University.

Kasilingam, G., Ramalingam M., Chinnavan, E. (2014). Journal of Young Pharmacists 6 (1), 28-33, doi.org/10.550vjyp.2014.1.5

Kim, B. (2001). Social construction. In Morey (Ed), Emerging perspective on learning teaching and technology, https://projects.coe.uga.edu/eplH4 Accessed: 14 November, 2022

Leve, J., Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge, University Press.

Loveless, B. (2022). Learning theories in education (a complete summary). https://www.eductioncorner.com/learningtheoriesineducation/, Accessed: 12 December, 2022

Lui, C. H. & Matthews, R. (2005). Vygotsky's philosophy of constructivism and its criticism are examined. International Educational Journal, 6(3), 386-399. https://files.eric.ed.gov/fulltext/EJ854992.pdf. Accessed: 10 September, 2022

Nwosu, S. N., Etiubon, R. U. & Ofem, I. B. (2022). Effect of Activity-Based Learning on Basic Science and Technology Students Non-Cognitive Skills in South-South Nigeria. European Journal of Education and Pedagogy, 3(5), 67-74, doi.org/10.24018/ejedu.2022.3.5.440

Mahajan M., Sarjit Singh, M. K. (2017). Importance and benefits of learning outcomes. IOSR Journal of Humanities and social science, 16122 (3),I65-67, doi.org/10.979010837-2203056567.

Martin, J., Torres, A. (2016). Users’ guide and toolkit for student engagement surveys: The High School survey of student engagement (HSSSE) and the middle-grade survey of the students (WGSSE). https://nwww.nais.org/articles/document/member/2016/20hsse-report–full–final.pdf. Accessed: 11 September, 2022

Mishra, S., Yadav, B., (2013). Effects of Activity–based Approach on Achievement in Science of Students at the Elementary Stage. International Journal of Basic and Applied Science, 1(4), 716-733. Accessed: 10 March, 2023

Oludipe, B., Oludipe, I. D. (2010). Effect of constructivist-based techniques strategy on students' academic performance in integrated science at the junior secondary school level. Education Research Reviews 5(7), 347-353, https://www.iosrjournals.org/iosr-jrme/papers/Vol-6%20Issue-2/Version-1/P0602019499.pdf. Accessed:11 September ,2022

Picciano, A. G. (2017). Theories and framework for online Education: seeking an integrated model. Online Learning, 21(3), 166-190, doi.org/10.20.24059/oij.v2/i3.1225

Premium Times (2014). Nigeria revises the basic education curriculum, https://www.premiumtimesng.com/news/166030-nigeria-revises-basic-education-crriculum.html. Accessed: 14 May, 2022

Singal, N. Pedder D., Malathy, D., Shnmugam, M., Manickavasagam, S., &Govindarasan, M. (2017). Incites from within Activity Based Learning (ABL) classrooms in Tamil Nadu India: Teachers perspectives and practices. International Journal of Educational Development, 60 165-171, doi.org/10. 1016/j.ijedudev.2017.08.001

Shunk, D. H., Pajares, L. (2002). The development of academic self-efficiency. In Awgfield and J. S. Eccles (Eds), Development of achievement motivation. Academic Press, doi.org110.10161B97-0275

Vygotsky, L. S. (1978). Interaction between learning and development, zone of proximal development (In Mind and Society, 79-91), Harvard University Press (original copy published in 1930)

Wen, P. (2018). Application of Bruner's learning theory in Mathematics studies. Proceedings of the International Conference on Contemporary Education, Social Sciences and Ecological Studies. Advances in Social Science Education and Humanities Research pp283, doi.org/10.2991/CESSES-18.2018.53. Accessed: 1 June, 2021

Wilson, L. O. (2013). Anderson and Krathwohl Blooms Taxonomy Revised. from: https://quincycollege.edu/wp-content/uploads/Anderson_and_Krathwohl_Revised_Blooms-Taxonomy.pdf. Accessed: 10 March, 2023

Zhou, J. (2020). Critical discussion of Vygotsky and Bruner’s theory and their contribution to the understanding of the way students learn. Review of Educational Theory. 3(4), 82–87, doi.org/ 10.3056LI/ret.V314.2444




DOI: http://dx.doi.org/10.46827/ejes.v10i8.4917

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Stella N. Nwosu, Rebecca U. Etiubon, Ijeoma B. Ofem

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).