DEPARTMENT OF
SCIENCE AND COMPUTER EDUCATION
FACULTY OF EDUCATION
TABLE
OF CONTENTS
Title
Approval
Certification
Dedication
Acknowledgment
Table
of content
List
of Tables
Abstract
CHAPTER
ONE: INTRODUCTION
Background to the Study
Statement of the problem
Purpose of the study
Significance of the study
Scope of the study
Research questions
Hypotheses
CHAPTER
TWO: REVIEW OF RELATED LITERATURE
Conceptual framework
Experiential Learning
Criteria for selecting level of
experience
Principles of analogy or association
Principle of mental set
Retention of learning
Strategies for facilitating retention
Meaningfulness and organization of
subject matter
Association
Learning by practice
Use of Mnemonic Device
Imagery (Audio-visual Aids
Self Recitation
Transfer of learning
Life Skill
Gender Sensitivity
Pupils’ participation
Experiential learning model
Davis model of experiential learning
Diamonds model of experiential learning
Theoretical Frame Work
Experiential learning theory
John Dewey’s Theory of Experience
Interaction
Piagetian Theory of Cognitive
Development
Brunerian theory
Kurt Lewin Cognitive Field Theory and
Motivation
Theory of Transfer
Generalization
Theory of Identical Elements
Formal Disciplines
Theory of transposition
Theory of learning to learn
Review of Empirical Studies
Summary of Reviewed Related Literature
CHAPTER
THREE: METHODOLOGY
Research Design
Area of the Study
Population of the Study
Sample and Sampling Techniques
Instrument for Data Collection
Validation of the Instrument
Reliability of the Instrument
Experimental Procedure
Control of extraneous variable
Method of Data Collection
Method of Data Analysis
CHAPTER
FOUR: RESULTS
Research Question 1
Research Question 2
Research Question 3
Hypotheses
Summary of Findings
CHAPTER
FIVE: DISCUSSION
The effect of experiential teaching
approach on
pupils’ mean achievement in basic
science
The effect of experiential teaching
approaches on male and female pupil’s
The interaction effects of method and
gender on pupils’
achievement in basic science
CHAPTER
SIX: SUMMARY, CONCLUSION AND
RECOMMENDATIONS
Summary of the Study
Conclusion
Recommendations
Educational Implications
Limitations of the study
Suggestions for further research
REFERENCES
APPENDICES
APPENDICES
Appendix I: Experimental instructional package (for treatment
Appendix II: Conventional instructional package (for control Group
Appendix III: Item Analysis of Basic
Science and Technology
Achievement Test
Appendix IIIB: Distraction Index (DI)
Appendix IV: Table of specification for BSAT
Appendix V: Model Experiential lesson Note
Appendix VI: Basic Science and Technology Achievement
Test
(BSAT)
Appendix VII: Reliability Test of the Instrument (Stability)
Appendix VIII: Reliability test of the BSAT instrument using
the KR20 Approach
LIST OF TABLES
Table 1: Table
of content
Table 2: Learning styles
Table 3: Mean
and Standard deviation of achievement scores
of pupils taught
using experiential and conventional
teaching methods
Table 4:
Mean achievement scores and standard
deviation of
male and female pupils taught
Basic Science and
technology using the
experiential
teaching approach.
Table 5: Summary
of interaction effect between
gender and
teaching method on pupils’ mean
achievement in
basic science and Technology
Table 6: Analysis
of co-variance for pupils’ overall
Basic Science
and technology
achievement
scores by teaching methods
and gender
Table 7: Analysis
of Co-variance for overall achievement for
experiential
teaching method by gender
ABSTRACT
This study evaluated the effects of
experiential teaching approach on pupils’ achievement in basic science and
technology in selected primary schools in Onueke Education Zone of Ebonyi
State. The study adopted a pretest post test, quasi experimental research
design. Three research questions and three null hypotheses guided the study. A
total of 426 pupils from 6 intact classes were used for the study. Three intact
classes were assigned to treatment group while the other three intact classes
were assigned to the control group. The treatment group was taught Basic
Science and Technology (BST) using the experiential teaching method while
control group was taught using the conventional teaching method. A basic
Science and Technology Achievement Test (BSAT) developed by the researcher with
spear man reliability co-efficient of 0.77 and internal consistency of 0.87
determined using the KR20 approach was used for data collection. and Analysis
of Covariance (ANCOVA) to test the hypotheses. The research questions were
answered using adjusted mean and standard deviations. The result revealed that there was a significant
different between pupils taught basic
science and technology using experiential teaching approach and those taught
basic science and technology using the traditional (Conventional) teaching
approach with experiential teaching approach being more facilitative. Again,
there was no significant difference between male and female pupils taught basic
science and technology using experiential teaching approach. Finally, it was
found that there were no interaction effects between gender and methods on
achievement in basic science and technology. It was therefore recommended among
others that teachers of primary schools should adopt experiential teaching
approach in teaching basic science and technology in the study area to ensure hands-on-activities
and thereby contributing to enhanced achievement.
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APPENDICES
Appendix 1: Experimental Instructional Package (For
Treatment)
|
Topic
|
Instructional
objectives
|
Content
|
Activity
|
||
|
Simple machines
|
At the end of the lesson pupils should
be able to:
Define
simple machine (experience the activity
|
Definition of simple machines.
(a) makes work easier
(b)
increase the speed with which work is done
(c) changes direction of force
The facilitator asks some pupils to open a bottle with opener, and
others to open without opener, cut a stick with knife or cut without knife
etc.
|
The
pupils explain simple machines based on activities carried out or prior
knowledge. This they do collaboratively as they work in groups.
|
||
|
|
Explain classes of simple machines.
|
There are three types of major classes
of simple machines. But generally machines can be classified into simple and
complex machines. But we want to concentrate here on classes of simple
machines.
Examples of simple machines are;
spoon, fork, can opener, broom, harmer, cutlass, pliers, etc. hence simple
machines can be classified into three main groups; first class, second class
and third class simple machines. The simple machine machines are divided into
three major parts: the load, the effort and the fulcrum (turning point). The
classification of simple machines into those three classes is based on the
position of the load, effort and fulcrum.
|
The pupils work in groups, examine the
different materials given by the facilitators, describe it and agree on a
consensus opinion. The facilitators move round the groups and ask questions
to guide the pupils.
|
||
|
Give
examples of simple machine
|
1.
The lever: The lever has three
Parts.
-
Fulcrum (b) the load (c) the efforts specific examples of lever
include: the wheel barrow (b) the sugar tong (c) bar and wedge.
The pulley: This is a machine used to lift heavy
objects by applying a little force relative to the load. There are simple
pulleys and movable pulleys etc.
|
Pupil
share the experiences, describe, results
publicity, individual or by groups.
|
|||
|
|
(Process) mention the uses of simple
machines.
|
The facilitator will organize
activities and ask question which will lead pupils to state that simple
machines are used for the following:
-
Opening of bottle cork such as fanta or coke e.g opener - driving
nails into wood by carpenters e.g harmer.
-
Carrying load e.g barrow etc.
|
Pupils describe the uses of simple
machines based on activities carried out in the class
|
||
|
|
(Generalize) state the advantages of
using simple machines.
|
The pupils should compare using simple
machines with using bare hand and therefore find out that:
It makes work easier
It enables large work to be done
It saves man’s energy etc.
|
Based on the activities done by pupils
they will provide the answers while teachers guide them.
|
||
|
|
(Apply) mention places where machines
are used to do work.
|
-
farmers use hoes to turn the soil before planting seeds.
-
Carpenters use harmer to drive nails into wood.
-
Children use broom to sweep classrooms.
-
Mothers use kitchen knife to cut vegetables at home
|
Pupils relate what was learned to
situations outside the classroom.
|
||
|
|
Evaluation:
|
Mention two examples of simple machines used at homes
(2)
How do we make our work to be easier?
(3)
Mention two types of first class machines used at your homes?
|
|
||
|
Friction
|
At the end of the lesson pupils should
be able to:
|
|
|
||
|
|
Define friction (experience the
activity)
|
Facilitator (teacher) arranges series
of activity that will lead the learners (pupils) discover that friction is
the force which makes moving things to slow down and stop moving. The
force is important as it helps us walk
without falling. It produces heat. It causes rubbing parts to wear out or get
damaged.
|
Pupils
are provided with different instructional materials and directed on
activities to perform by teacher, which will lead them to define friction.
They may also define it based on prior knowledge.
|
||
|
|
(share) mention the heat caused by
friction
|
Based on the simple activities which
the facilitator (teacher) must have asked the pupils to perform, such as
rubbing of their shoes on the ground the pupils will be able to state that:
friction produces a lot of heat. When one rubs two palms together for some
time they become hot etc.
|
Children share to the entire class the
group activity, from which they draw their conclusions.
|
||
|
|
(Process) state the harmful effects of
friction.
|
Based on activities carried out by the
various groups, they will mention that friction: wears off the sole of our
shoes, sandals and slippers.
-
It wears off tyres of bicycles, cars and motorcycles. It also wears of
metal surface such as knifes and make them blunt. It damages parts of
machines etc.
|
Teachers guide pupils through short
structured questions while they work in groups to find out answers. Pupils
give out the answer.
|
||
|
|
(generalize)
|
Facilitator through structured
questions should guide the pupils to state that, whenever two surfaces rub
together, it causes frictional forces which produces heat and wears away the
materials, these damages the two object hence there is need to reduce such
rubbing together. These can be done by: lubrication, application of oil or
grease to two surfaces that move together.
(b)
Use of ball-bearing – A ball bearing is a round part of a machine that
allows a moving part to turn against a fixed part smoothly.
(c)
Use of chain drive belt etc
|
The pupils draw the generalization
through the help of the teacher who guides them on what to do in their
various groups
|
||
|
|
(Apply) pupils state application of
frictional force in real life.
|
The pupils will be able to state that
without frictional force man cannot walk. Mechanics apply grease to two car
parts that rub together to reduce
their wearing away due to frictional force.
Kitchen knives wear out their surface because they rub together with
object they are cutting etc.
|
Teachers guide pupils through
structured questions to mention situations outside schools where the effect
of friction is felt.
|
||
|
|
EVALUATION
|
Why do your sandals wear off their
soles?
(2)
Mention one advantage of
frictional force.
(3)
How do we reduce the
Frictional force between two parts of simple machine.
|
|
||
|
Living and non-living objects
|
At the end of the lesson pupils should be able to:
|
|
|
||
|
|
Define
living and
non-living
things (Experience
the
activity)
|
Definition of living and non-living
things. Based on activities carried out by pupils they will discover that
living things are objects that are alive. There are two types of living thing
animals and plants.
They can grow, they can eat, they produce young ones, they die, they
respond to changes in their surrounding. Examples of living things are
teachers pupils, lizards, birds fish, mango trees, grasses in the field,
goats etc.
Non-living things on the other hand are things that are not alive.
They do not do what living objectives do, such as eat, grow, respond to
changes in the environment etc.
examples are stone, woods, water, sand, cars, bicycles, chalkboard, table,
pencil etc.
|
Pupils are taken out of the classroom
or are presented with some objects by the facilitators and are asked to
carryout some activities designed by the facilitator.
|
||
|
|
(share) differentiate living and
non-living things
|
Based on the activities carried out by
the children in their different groups, they are able to state that, mango
trees grow and bear fruits for example. It is a living thing.
Other living things include: fish, dog, goat, teacher, pupils, parents
etc.
While non-living things, because they do not grow, eat, reproduce are
non-living things e.g stone, table, biro, pencil etc.
|
Pupils differentiate living and
non-living things based on activities carried out in their various groups.
|
||
|
|
(process)
classify objects into living and non-living thing
|
Pupils based on the activities carried
out by them in the various groups are able to state categorically which
objects can be classified as either living or non-living things. They also
mention that living objects can become non living object.
While non-living objects can not be a living objects. They are able to
state those characters that make an object to be classified as living or
non-living objects.
|
Pupils
classify objects into living and non-living. They also mention the
characteristics of living and non-living things.
|
||
|
|
Generalize
|
Pupils are able to mention other
objects outside the classroom and are either living or non-living objects.
|
Pupils
are able to generalize the knowledge learnt in the classroom to situations
outside the classroom.
|
||
|
|
(apply)
Pupils are asked to mention objects in their homes, and communities and
classify them into living and non-living things.
|
Pupils carry out the task as directed
by the facilitator (teacher) and were able to mention different objects in
their homes and are able to classify them. Such objects include spoons, raw
yam, boiled rice, tables, river, water, mosquito, termites, wooden gong etc.
this stage enhances transfer of learning
|
Pupils mention and classify these
objects into living and non- living things.
|
||
|
|
Evaluation :
|
Mention three objects in your home
that are living things.
2. Mention one characteristic of a non-living thing.
3.
Mention two objects in your community that are non-living things?
|
|
Appendix 2: Conventional Instructional Package (For
Control Group)
|
Instructional
objectives
|
Content
|
Activity
|
||
|
Simple machines
|
At
the end of the lesson, pupils should be able to:
|
|
|
||
|
|
Define
simple machines
|
Definition of simple machines this is
a device which by applying force
(a) makes work easier
(b)
Increase the speed with which work is done
(c)
Changes direction of force
|
The
teacher defines simple machines
|
||
|
|
Explain
classes of simple machines
|
There are three major classes of
simple machine. But in addition machines can also be classified into simple
or complex machines, hand-driven or power-driven machines. But the type that
we are to concerned with here is simple machine. These can be classified into
first class second class and third class simple classes and third class
simple machines. All simple machines are divided into three major parts: the
load, the effort and the fulcrum (turning point). The classification of
simple machine into first class, second class and third class is based on the
location of the load, the effort and the fulcrum.
|
The
teachers explain them to the pupils while the pupils opy notes.
|
||
|
|
Gives
examples of simple machines.
|
Some examples of simple machines includes
The Lever: The lever has three parts
(a)
The fulcrum (b) the load (c) the effort. Examples of levers are: the
wheel barrow (b) the sugar tong (c) bar and wedge.
The pulley: This machine is used to lift
heavy object by applying little force.
There are movable pulleys and simple pulleys etc.
|
Children
answer
|
||
|
|
Mention
the uses of simple machines
|
1.
Cutting of cloths e.g scissors.
2/ Opening of bottle cork e.g bottle opener
3. driving nails into woods e.g hammer
4. For carrying load e.g wheel barrow.
5. For turning over soil e.g hoe
6. for killing bird e.g catapult
7. for cutting vegetables e.g
Kitchen
knife etc.
|
Teacher
lists the uses of simple machines.
|
||
|
|
State
the advantages of using simple machines
|
1. It makes work easier
2. Large work is done in a short time
3. Saves man’s effort etc
|
Teacher
lists the advantages of using simple machines
|
||
|
|
Evaluation:
|
Mention
two examples of simple machines used at homes
2. How do we make our work to be easier?
3. Mention two types of first class machines
used at your homes?
|
|
||
|
Topic
|
Instructional
objectives. At the end of the lesson pupils should be able to:
|
Content
|
Activity
|
||
|
|
Define
friction
|
Definition
of friction:
This
is the force which makes moving things slow down and stops moving. The force
is important as it helps us to walk without falling. It produces heat. It
cause rubbing parts to wearing out or get damaged. For instance the
wearing out of our slippers or soles.
|
The
teacher explains this to the pupils.
|
||
|
|
Mention Heat caused by friction
|
Friction
produces a lot of heat when a machine works for some time some of its parts become hot, because these parts
are rubbing against each other
|
The
teacher explains this to the pupils while the pupils listen.
|
||
|
|
State the harmful effects of friction
|
(1)
It wears off the soles of our shoes
(2) it wears off the tyres of cars.
(3)
motorcycles and bicycles tyres
(4) surfaces of machines wear out
(5) it wears away kitchen knives and make it burnt
|
The
teacher lists these effects while the pupils listens attentively
|
||
|
|
States ways to reduce friction
|
Friction
can be reduced by
(1) Application of lubricants such as oil or
grease. This is done to two surfaces that move against each other.
2. reducing friction with ball-bearing. A ball
bearing is a round part of a machine that allows a moving part to turn
against a fixed part smoothly. 3. reducing friction using a simple belt drive
4. reducing friction by chain drive etc.
|
The
teacher explains while the pupils listens and write down notes.
|
||
|
|
Evaluation
|
Why
do your sandals wear off their soles?
(2) Mention one advantage of frictional force.
(3) How do we reduce the frictional force?
|
|
||
|
Living and non-living objects
|
At the end of the lesson. Pupils
should be able to:
|
|
|
||
|
|
Define living and non- living objects
|
Living
things are objects that are alive. There are two types of living things:-
animals and plants. We know living things by what they do:
(1) they can grow, they can move, they can eat,
they produce young ones, they die and, they respond to changes in their
surroundings e.g teacher, bird, lizard, fish, mango tree, grass, goat,
mosquito etc Non-living things are things that are not alive. They cannot do
what living objects do. Such as grow, etc, move around, reproduce, die,
respond to changes in their environment etc.
|
The
teachers define living and non-living things and gives example.
|
||
|
|
Differentiate living and non-ling
things.
|
The
following are some example of living things:
-
mango trees, grasses, teachers, pupils, fathers and mothers, fish,
dogs, cows, etc while the following are examples of non-living things:
stones, water, black board, pencil, biro, kitchen knives, table, cloths etc.
|
The
teacher explains.
|
||
|
|
Evaluation
|
Mention
three objects in your home that are living things.
(2) Mention one characteristic of a non- living
thing?
(3) Mention two objects in your community that
are non-living things?
|
|
||
|
|
Classify objects into living and
non-living objects.
|
Living
objects and Non living objects.
Frog,
horse, fish fan, ruler, desk, butterfly, lemon grass, basket.
|
The
teacher classifies these objects while the pupils listen.
|
|
|
Items%
|
% pass in
upper group
|
% pass in
lower group
|
%
discrimination
|
Difficulty
index
|
remarks
|
|
|
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
|
100
57
28
28
14
14
42
85
28
85
100
85
0
42
57
57
57
42
85
0
85
57
28
71
85
71
71
|
57
14
14
42
42
42
14
14
14
57
42
57
0
28
42
14
14
28
42
14
57
57
28
14
28
28
28
|
43
43
14
-14
29
29
29
71
14
43
51
29
29
14
14
43
43
14
43
-14
29
0
09
57
57
43
43
|
80
35
30
40
25
40
25
30
30
65
75
50
0
15
40
35
25
25
65
10
65
60
40
30
65
40
55
|
Accepted
Accepted
Accepted
unaccepted
unaccepted
unaccepted
Accepted
Accepted
Accepted
Accepted
Accepted
Accepted
Unaccepted
Accepted
Accepted
Accepted
Accepted
Accepted
Accepted
Unaccepted
Accepted
Unaccepted
Unaccepted
Accepted
Accepted
Accepted
Accepted
|
|
|
28
29
30
31
32
33
34
35
36
37
38
39
40
|
71
42
85
100
85
42
85
42
28
84
50
70
13
|
57
14
14
71
42
0
57
14
57
40
49
13
70
|
14
29
71
29
43
43
29
29
-29
39
24
30
-45
|
60
35
40
90
75
20
60
30
50
65
56
45
20
|
Accepted
Accepted
Accepted
Accepted
Accepted
Accepted
Accepted
Accepted
unaccepted
Accepted
Accepted
Accepted
Unaccepted
|
|
|
APPENDIX 3B
The
Distraction Index (DI)
|
S/No
|
Option
|
A
|
B
|
C
|
D
|
|
1
|
Upper
group
|
7*
|
0
|
0
|
0
|
|
Lower
group
|
3
|
1
|
1
|
2
|
|
|
Distraction
index
|
|
-0.14
|
0-0.14
|
-0.26
|
|
|
2
|
Upper
group
|
1
|
2
|
4*
|
0
|
|
Lower
group
|
2
|
3
|
1
|
1
|
|
|
Distraction
index
|
-0.14
|
-0.14
|
|
-0.14
|
|
|
3
|
Upper
group
|
2
|
4*
|
1
|
0
|
|
Lower
group
|
3
|
1
|
2
|
1
|
|
|
Distraction
index
|
-0.14
|
|
-0.14
|
-0.14
|
|
|
4
|
Upper
group
|
5*
|
2
|
0
|
0
|
|
Lower
group
|
2
|
3
|
1
|
1
|
|
|
Distraction
index
|
|
-0.14
|
|
-0.14
|
|
|
5
|
Upper
group
|
1
|
5*
|
0
|
0
|
|
Lower
group
|
2
|
3
|
1
|
1
|
|
|
Distraction
index
|
-0.14
|
-
|
-0.14
|
-0.14
|
|
|
6
|
Upper
group
|
2
|
4*
|
0
|
1
|
|
Lower
group
|
3
|
1
|
1
|
2
|
|
|
Distraction
index
|
-0.14
|
-
|
-0.14
|
-0.14
|
|
|
7
|
Upper
group
|
0
|
4*
|
0
|
3
|
|
Lower
group
|
1
|
1
|
1
|
4
|
|
|
Distraction
index
|
-0.14
|
-
|
-0.14
|
-0.14
|
|
|
8
|
Upper
group
|
0
|
0
|
6*
|
1
|
|
Lower
group
|
1
|
1
|
1
|
4
|
|
|
Distraction
index
|
-0.14
|
-0.14
|
-
|
-0.43
|
|
|
9
|
Upper
group
|
3
|
0
|
3*
|
1
|
|
Lower
group
|
4
|
1
|
0
|
2
|
|
|
Distraction
index
|
-0.14
|
-0.14
|
|
-0.14
|
|
|
10
|
Upper
group
|
6*
|
1
|
0
|
0
|
|
Lower
group
|
3
|
2
|
1
|
1
|
|
|
Distraction
index
|
|
-0.14
|
-0.14
|
-0.14
|
|
|
11
|
Upper
group
|
0
|
0
|
0
|
7*
|
|
Lower
group
|
1
|
1
|
2
|
3
|
|
|
Distraction
index
|
-0.14
|
-0.14
|
-0.14
|
|
|
|
12
|
Upper
group
|
7*
|
0
|
0
|
0
|
|
Lower
group
|
4
|
1
|
1
|
1
|
|
|
Distraction
index
|
|
-0.14
|
-0.14
|
-0.14
|
|
|
13
|
Upper
group
|
1*
|
4
|
1
|
1
|
|
Lower
group
|
0
|
2
|
3
|
2
|
|
|
Distraction
index
|
0
|
0.28
|
-0.28
|
-0.14
|
|
|
14
|
Upper
group
|
2
|
5*
|
0
|
0
|
|
Lower
group
|
3
|
2
|
1
|
1
|
|
|
Distraction
index
|
-0.14
|
|
-0.14
|
-0.14
|
|
|
15
|
Upper
group
|
1
|
0
|
0
|
6*
|
|
Lower
group
|
2
|
1
|
1
|
3
|
|
|
Distraction
index
|
-0.14
|
-0.14
|
-0.14
|
|
|
|
16
|
Upper
group
|
2
|
4*
|
0
|
1
|
|
Lower
group
|
3
|
1
|
1
|
2
|
|
|
Distraction
index
|
-0.14
|
0
|
-0.14
|
-0.14
|
|
|
17
|
Upper
group
|
4*
|
1
|
1
|
1
|
|
Lower
group
|
1
|
2
|
2
|
2
|
|
|
Distraction
index
|
|
-0.14
|
-0.14
|
-0.14
|
|
|
18
|
Upper
group
|
2
|
0
|
5*
|
0
|
|
Lower
group
|
3
|
1
|
2
|
1
|
|
|
Distraction
index
|
-0.14
|
-0.14
|
|
-0.14
|
|
|
19
|
Upper
group
|
6*
|
1
|
0
|
0
|
|
Lower
group
|
3
|
2
|
2
|
4
|
|
|
Distraction
index
|
|
-0.14
|
-0.29
|
-0.25
|
|
|
20
|
Upper
group
|
0
|
1*
|
0
|
5
|
|
Lower
group
|
1
|
1
|
1
|
4
|
|
|
Distraction
index
|
-0.14
|
|
-0.14
|
0.14
|
|
|
21
|
Upper
group
|
0
|
1
|
6*
|
0
|
|
Lower
group
|
1
|
2
|
3
|
1
|
|
|
Distraction
index
|
-0.14
|
-0.14
|
|
-0.14
|
|
|
22
|
Upper
group
|
1
|
0
|
6*
|
0
|
|
Lower
group
|
2
|
1
|
4
|
1
|
|
|
Distraction
index
|
-0.14
|
-0.14
|
|
-0.14
|
|
|
23
|
Upper
group
|
4*
|
0
|
3
|
0
|
|
Lower
group
|
0
|
1
|
5
|
1
|
|
|
Distraction
index
|
|
-0.14
|
-0.29
|
-0.14
|
|
|
24
|
Upper
group
|
0
|
1
|
5*
|
1
|
|
Lower
group
|
1
|
3
|
1
|
2
|
|
|
Distraction
index
|
-0.14
|
-0.29
|
|
-0.14
|
|
|
25
|
Upper
group
|
0
|
1
|
0
|
6*
|
|
Lower
group
|
1
|
3
|
1
|
2
|
|
|
Distraction
index
|
-0.14
|
-0.29
|
-0.14
|
|
|
|
26
|
Upper
group
|
1
|
1
|
5*
|
0
|
|
Lower
group
|
2
|
2
|
2
|
1
|
|
|
Distraction
index
|
-0.14
|
-0.14
|
|
-0.14
|
|
|
27
|
Upper
group
|
0
|
2
|
5*
|
0
|
|
Lower
group
|
1
|
3
|
2
|
1
|
|
|
Distraction
index
|
-0.14
|
-0.14
|
|
-0.14
|
|
|
28
|
Upper
group
|
1
|
0
|
1
|
5*
|
|
Lower
group
|
2
|
1
|
2
|
2
|
|
|
Distraction
index
|
-0.14
|
-0.14
|
-0.14
|
|
|
|
29
|
Upper
group
|
1
|
4*
|
1
|
1
|
|
Lower
group
|
2
|
1
|
2
|
2
|
|
|
Distraction
index
|
-0.14
|
|
-0.14
|
-0.14
|
|
|
30
|
Upper
group
|
1
|
6*
|
0
|
0
|
|
Lower
group
|
2
|
1
|
3
|
1
|
|
|
Distraction
index
|
-0.14
|
|
-0. 43
|
-0.14
|
|
|
31
|
Upper
group
|
7*
|
0
|
0
|
0
|
|
Lower
group
|
4
|
1
|
1
|
1
|
|
|
Distraction
index
|
|
-0.14
|
-0.14
|
-0.14
|
|
|
32
|
Upper
group
|
1
|
0
|
0
|
6*
|
|
Lower
group
|
2
|
1
|
1
|
3
|
|
|
Distraction
index
|
-0.14
|
-0.14
|
-0.14
|
|
|
|
33
|
Upper
group
|
3*
|
1
|
0
|
3
|
|
Lower
group
|
0
|
2
|
1
|
4
|
|
|
Distraction
index
|
|
-0.14
|
-0.14
|
-0.14
|
|
|
34
|
Upper
group
|
1
|
0
|
0
|
6*
|
|
Lower
group
|
2
|
1
|
1
|
3
|
|
|
Distraction
index
|
-0.14
|
-0.14
|
-0.14
|
|
|
|
35
|
Upper
group
|
3*
|
3
|
1
|
0
|
|
Lower
group
|
0
|
4
|
2
|
1
|
|
|
Distraction
index
|
|
-0.14
|
-0.14
|
-0.14
|
|
|
36
|
Upper
group
|
0
|
6*
|
0
|
1
|
|
Lower
group
|
1
|
2
|
1
|
3
|
|
|
Distraction
index
|
-0.14
|
|
-0.14
|
-0.29
|
|
|
37
|
Upper
group
|
1
|
1
|
0
|
5*
|
|
Lower
group
|
2
|
2
|
1
|
2
|
|
|
Distraction
index
|
-0.14
|
-0.14
|
-0.14
|
|
|
|
38
|
Upper
group
|
6*
|
0
|
0
|
0
|
|
Lower
group
|
4
|
1
|
1
|
1
|
|
|
Distraction
index
|
|
-0.14
|
-0.14
|
-0.14
|
|
|
39
|
Upper
group
|
0
|
4*
|
0
|
3
|
|
Lower
group
|
1
|
1
|
1
|
4
|
|
|
Distraction
index
|
-0.14
|
|
-0.14
|
-0.14
|
|
|
40
|
Upper
group
|
0
|
0
|
7*
|
0
|
|
Lower
group
|
1
|
1
|
4
|
1
|
|
|
Distraction
index
|
-0.14
|
-0.14
|
|
-0.14
|
|
|
|
Knowledge
|
Comprehension
|
Application
|
Total
|
|
You and the environment
|
3
|
2
|
3
|
8
|
|
Living
and non-living things
|
5
|
3
|
4
|
12
|
|
You and technology
|
3
|
1
|
2
|
6
|
|
You
and Energy
|
6
|
4
|
4
|
14
|
|
Total
|
17
|
10
|
13
|
40
|
|
APPENDIX 5
Model Experiential Lesson Note
Topic: Simple
Machine
Class: Basic
6
Time: 45
minutes
Specific objectives
At the end of
this lesson, pupils should be able to;
1. Define machine
2. Identify simple machines
3. Mention the uses of machines in their
homes
4. Identify the benefits of using machines
Instructional materials
Scissors,
twine, opener, corked bottle, wooden planks, nails, deflated football, football
pump, pincer, hammer, short dry wood, cutlass.
Step 1: (experience, Do)
Mode: Group
1. Teacher’s Activity: Divide the
children into groups, with each group made up of four pupils of two boys and
two girls. The groups may contain more or less number of pupils. But it must be
constituted to reflect the same number of gender (specifically the lesser the
number of pupils in a group the better to enhance active pupils participation
in group activities).
|
|
4. Teacher to ensure that every learner is
actively involved in all activities.
Pupils’ role/activities
1. Stay in the groups.
2. Listen to the teacher’s directives and
carry out activities as directed by teacher.
3. Discuss in groups the actions being
carried out.
4. Participate actively and ask questions.
Step 2: (Share
the results, reactions and observation publicly)
Mode: Individual.
Teacher’s role/activity
Call out two
members (one male, one female) from each group to tell the class what the group
did.
Pupils’ Roles
Carry out the
directives of the teacher.
Step 3: Process (by
discussing, looking at the experience, analyze, reflect).
Mode: Individual
Teacher’s role/activities
Ask questions
that will lead to the process. Such questions may include;
1. Is it easier and better to use
fingernail to open a corked bottle or with an opener.
2. To drive a nail into a wooden plank is
it easier to do it by hitting the nails with your clenched fist or with a
hammer?
3. Which is the easiest way to remove a
nail from a plank? Is it by using your hand to pull it out or by using a
pincers?
4. Describe the fastest way to inflate a
deflated football? Is it by blowing it with your mouth or by using a pump?
|
Pupils’ activity/roles
Answer the
questions asked by the teacher.
Step 4: Generalize (To
connect the experience to real – world example)
Teacher’s role/activities
Develop some
questions to guide the discussion. Such question may include;
1. What do we call objects that enable us
to carry out a task or work?
2. Are all object which enhances different
work to be done the same or different?
3. Mention objects in the classroom or
school premises that can be use to do what work.
4. E.t.c
Pupils’ roles/activities
Answer
teacher’s questions.
Step 5: (Apply what was learned to a similar
situation)
Mode:
Individual
Teacher’s roles/activities
Develop some
questions to ask pupils. This may include;
1. Why do we use machine to do work?
2. Mention some simple machine and
describe what they are used for at home or in the villages?
3. What is the name of machine that is
used to;
a. Open a tin of tomatoes in the kitchen
by mothers.
b. peel tubers of yam before boiling.
c. Till the ground before planting any
seed.
Pupils’ roles/activities
Answer
teacher’s questions.
|
Appendix 6: Basic Science and Technology Achievement
Test (BSAT)
Class: Basic
six (6)
Subject: Basic (basic)
Science
Time allowed: 1
hr 30 mins
Instruction: Attempt
all questions, No penalty will be imposed on questions not correctly answered.
2. Think carefully before your answer by
choosing the correct answer from options a, b, c, d provided.
You and the environment
1. The wearing away of the earth surface
by wind or water is known as --(a) Erosion (b) Pollution (c) Friction (d)
Simple machine
2. The major mineral deposit in Enugu is ………….. (a) Tin
(b) Iron ore (c) coal (d) salt.
3. When the earth comes between the sun
and the moon, eclipse of …………. Is formed (a) the sun (b) the moon (c) the stars
(d) solar eclipse.
4. The rotational movement of the earth
does not give rise to …………….
(a)
change in seasons (b) change in time, (c) day and night (d) sunrise and sun
set.
5. If there is no revolution of the earth,
there will be no ………….. (a) change in time (b) change is season (c) day and
night (d) evening and afternoon.
6. The solar system is made up of the sun,
the star and …….. (a) Sky (b) moon
(c)
wind and waves.
7. A stone pushes from a table falls to
the ground due to the force of ……….
(a)
repulsion (b) Centrifuge (c) gravidity (d) friction.
|
You and energy
1. Any device that can help man to
do his work is called ……… (a) screw (b) see saw (c) pulley (d) machine.
2. The three parts of a simple machine are
effort, (fulcrums) and ……….
(a)
ladder (b) bottle opener (c) mechanical advantage (d) lever.
3. A typical example of an inclined plane
used at home is ….. (a) ladder (b) bottle opener (c) screw driver (d) kitchen
knife.
4. In bar magnet two like poles ……….. (a)
attract (b) repel (c) embrace
(d)
contract.
5. The force which slowly wears away two
surfaces that rob together is ....
(a)
Force of wearing (b) force of gravity (c) force of attraction (d) force of
friction.
6. Which of these is not a simple machine?
(a) Wheel barrow (b) table (c) bottle opener (d) scissors.
7. Which of these is a household appliance
that uses magnet in its operation is …………. (a) Door bell (b) whistles and
flutes (c) tin cutters (d) grinders.
8. The force that enables us to walk
without falling is …………. (a) force of magnet (b) force of centrifuge (c)
frictional force ( d) force of gravity.
9. If we are selecting a machine, we must
first consider those with …………..
(a)
high mechanical advantage (b) low mechanical advantage (c) low efficiency (d)
stability.
10. The type of simple machine that enables
us to draw water from wells is ----------- (a) inclined plane (b) pulley (c)
lever (d) screw jack
11. All simple machines can be subdivided
into ------------ major parts (a) 5 (b) 6 (c) 3 (d) 4
12. ----------- is an example of a magnet (a)
horse-shore (b) cow-head © Ox-bow (d) clipper
13. We can convert a non-magnetic object to
magnetic object by (a) steaming (b) painting (c) corrosion (d) magnetizing
14. Which of these is not an example of force
(A) gravity (b) friction (c) particle
(c) magnet.
YOU AND TECHNOLOGY
1. The white light is made up of ------
colors (a) 10 (b) 3 (c) 7 (d) 8
2. ---------------------- is an example of
basic colour of light (a) green (b) violet (c) magenta (d) indigo.
3. Which of these can be used to cut woods
at home or in the carpenter’s shop (a) tape (b) scissors (c) saw (d) file
machine
4. A good maintenance device must be
suitable for use by-----(a) male only (b) Female only (c) adult males (d)
everybody.
5. Combination of basic colours will give
rise to ----------(a) complex colour (b) colorless color (c) secondary color
(d0 ugly color.
6. Which of these instruments is used to
draw a circle (a) T-Square (b) ruler (c) compass (d) Dividers
LIVING AND NON-LIVING THINGS
1. Which of these is not a living
thing?----------(a) fish (b) trees (c) water (d) man.
2. The process of breathing in and out of
air by human being is known as
(a)
excerption (b) reduction (d) respiration.
3. The male reproductive organ is known as
-----------(a) breast (b) penis
(c)
tongue (d) vagina.
4. Shortage of rainfall affects crop
production since it leads to ------------(a) early maturation of crop 9b0
reduction in crop yield (c0 lack of storage of crops yield (d0 farmers’
inability to market their farm products.
5. It is not good to engage in premarital
sex because it could lead to -----------------(a) HIV/AIDS infection(b)
developing into successful individual (c) peer-group acceptance (d) sharing
senior jokes with elders.
6. Which of these does not show that an
object is a living thing (a) growth
(b)
feeding (c) breathing (d) change in color.
7. Air pressure is necessary in the
operation of ----------(a) bicycle tyres
(b)
electric kettles (c) grinding mills (d) sewing machine.
8. Regular---------------- will help the
heart to pump blood and reduce sickness
(a)
sleeping (b) feeding (c) talking (d) exercise.
9. For blood to circulate around the body,
it must pass through the (a) heart
(b)
mouth (c) nose (d) eyes
10. A good water for human consumption must be
-----------------(a) brown and odorless (b) colorless and odorless (c) Greenish
and slimy (d) yellowish and sweet smiling.
11. Which of the following is a blood vessel?
------- (1) vein 9b0 bladder © kidney (d) intestine
12. An example of a human reproductive organ
is ----- (a) eyes (b) nose (c) virgina (d) tongue.
Appendix 7: Reliability Test of the Instrument (stability)
Appendix 7: Reliability Test of the Instrument (stability)
|
|
Number
answered
|
|
|
|
|
|
|
|
|
|
No.
|
X/40
|
Y
/40
|
X
(%)
|
Y(%)
|
X-X
|
Y-Y
|
(X-X)2
|
(Y-Y)2
|
(X-X)
(Y-Y)
|
|
1
|
17
|
19
|
47
|
52
|
15
|
13
|
225
|
169
|
195
|
|
2
|
18
|
17
|
50
|
47
|
18
|
8
|
324
|
64
|
144
|
|
3
|
17
|
20
|
47
|
55
|
15
|
16
|
225
|
256
|
240
|
|
4
|
12
|
15
|
33
|
41
|
1
|
2
|
1
|
4
|
2
|
|
5
|
6
|
8
|
16
|
22
|
-16
|
-17
|
256
|
289
|
272
|
|
6
|
18
|
16
|
50
|
44
|
18
|
5
|
324
|
25
|
90
|
|
7
|
09
|
10
|
25
|
27
|
-7
|
-12
|
49
|
144
|
84
|
|
8
|
11
|
16
|
30
|
44
|
-2
|
5
|
4
|
25
|
-10
|
|
9
|
13
|
16
|
36
|
44
|
4
|
5
|
16
|
25
|
20
|
|
10
|
08
|
16
|
22
|
44
|
-10
|
5
|
100
|
25
|
-50
|
|
11
|
11
|
14
|
30
|
38
|
-2
|
-1
|
4
|
1
|
2
|
|
12
|
13
|
15
|
36
|
41
|
4
|
2
|
16
|
4
|
8
|
|
13
|
10
|
10
|
27
|
27
|
3
|
-12
|
25
|
144
|
60
|
|
14
|
11
|
14
|
30
|
38
|
-2
|
-1
|
4
|
1
|
2
|
|
15
|
13
|
16
|
36
|
44
|
4
|
5
|
16
|
25
|
20
|
|
16
|
11
|
12
|
30
|
33
|
-2
|
-6
|
4
|
36
|
12
|
|
17
|
10
|
13
|
27
|
36
|
-5
|
-3
|
25
|
91
|
15
|
|
18
|
08
|
10
|
22
|
27
|
-10
|
-12
|
100
|
44
|
120
|
|
19
|
10
|
12
|
13
|
33
|
-19
|
-6
|
361
|
36
|
114
|
|
20
|
12
|
16
|
33
|
44
|
1
|
5
|
1
|
25
|
5
|
|
|
|
|
640
|
781
|
|
|
2,080
|
1451
|
1,345
|
|
|
|
|
X=32
|
X=39
|
|
|
|
|
|
APPENDIX 8
Reliability test of the BSAT instrument using the K-R20 approach
|
S/No
|
No Passing
|
No Failing
|
Prop.
Passing (P)
|
Prop.
Failing (Q)
|
PQ
|
|
1
|
19
|
1
|
0.95
|
0.05
|
0.0475
|
|
2
|
15
|
5
|
0.75
|
0.25
|
0.1875
|
|
3
|
13
|
7
|
0.65
|
0.35
|
0.2275
|
|
4
|
18
|
2
|
0.9
|
0.1
|
0.09
|
|
5
|
6
|
14
|
0.3
|
0.7
|
0.21
|
|
6
|
5
|
15
|
0.75
|
0.25
|
0.1875
|
|
7
|
6
|
12
|
0.3
|
0.7
|
0.21
|
|
8
|
10
|
10
|
0.5
|
0.5
|
0.25
|
|
9
|
12
|
8
|
0.6
|
0.4
|
0.24
|
|
10
|
12
|
8
|
0.6
|
0.4
|
0.24
|
|
11
|
18
|
2
|
0.9
|
0.1
|
0.09
|
|
12
|
13
|
7
|
0.65
|
0.35
|
0.2275
|
|
13
|
4
|
16
|
0.2
|
0.8
|
0.16
|
|
14
|
2
|
18
|
0.1
|
0.9
|
0.09
|
|
15
|
15
|
5
|
0.75
|
0.25
|
0.1875
|
|
16
|
14
|
6
|
0.7
|
0.3
|
0.21
|
|
17
|
10
|
10
|
0.5
|
0.5
|
0.25
|
|
18
|
11
|
9
|
0.55
|
0.45
|
0.2475
|
|
19
|
16
|
4
|
0.8
|
0.2
|
0.16
|
|
20
|
10
|
10
|
0.5
|
0.5
|
0.25
|
|
|
|
|
|
S PQ =
|
3.76
|
CALCULATION OF THE SD AND VARIANCE (VT) OF TOTAL TEST SCORE
|
F
|
FX
|
 x-x |
 (X-X)2 |
F
(X-X)2
|
||
|
19
|
1
|
19
|
7.6
|
57.76
|
57.76
|
||
|
5
|
2
|
10
|
-6.4
|
40.96
|
81.92
|
||
|
13
|
3
|
39
|
1.6
|
2.56
|
7.68
|
||
|
18
|
2
|
36
|
6.6
|
43.56
|
87.12
|
||
|
6
|
1
|
6
|
-5.4
|
29.16
|
29.16
|
||
|
5
|
1
|
5
|
-6.4
|
40.96
|
40.96
|
||
|
10
|
3
|
30
|
-1.4
|
1.96
|
5.88
|
||
|
12
|
2
|
24
|
0.6
|
0.36
|
0.72
|
||
|
2
|
1
|
2
|
-9.4
|
88.36
|
88.36
|
||
|
11
|
1
|
11
|
0.4
|
0.16
|
0.16
|
||
|
16
|
1
|
16
|
4.6
|
21.16
|
21.16
|
||
|
15
|
2
|
30
|
3.6
|
12.96
|
25.92
|
||
|
S
|
20
|
228
|
|
|
446.8
|
||
|
Mean
|
11.4
|
|
|
|
|
Statistics
VAR00003
|
N
|
valid
|
20
|
|
|
missing
|
0
|
|
Mean
|
|
11.8
|
|
Std Deviation
|
|
4.71950
|
|
Variance
|
|
22.274
|
|
Minimum
|
|
2.00
|
|
Maximum
|
|
19.00
|
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