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 posttest, 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 spearman 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.
EFFECT OF EXPERIENTIAL TEACHING APPROACH ON PUPILS’
ACHIEVEMENT IN BASIC SCIENCE AND TECHNOLOGY
Ph.D THESIS
RESEARCH DISSERTATION REPORT SUBMITTED TO THE
DEPARTMENT OF SCIENCE AND COMPUTER EDUCATION FACULTY OF EDUCATION
IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF DEGREE OF MASTER OF SCIENCE EDUCATION (MSc.Ed) IN SCIENCE EDUCATION (MEASUREMENT AND EVALUATION)
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
Transfer of learning
Life Skill
Gender Sensitivity
Experiential learning model
Theoretical Frame Work
Experiential learning theory
John Dewey’s Theory of Experience
Interaction
Piagetian Theory of Cognitive Development
Kurt Lewin Cognitive Field Theory and Motivation
Theory of Transfer
Generalization
Theory of Identical Elements
Formal Disciplines
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
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 an 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
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APPENDIX
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 Based on the instructional
materials which were provided or supplied by pupils, they identify the
following types of simple machines.
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
Conventional Instructional Package (For Control Group)
Topic 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.
Appendix 3: Item
Analysis of Basic Science Achievement Test
Items% % pass in upper group % pass in lower group %
discrimination Difficulty index remarks
APPENDIX
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
APPENDIX
TABLE OF SPECIFICATION FOR BSAT TEST ITEMS
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
_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).
2. Assign to
each group a set of the instructional material. For example, assign plank,
nails, hammer, pincers, to one group, scissors and twine to another group,
football pumped a deflated football to another group, corked bottle and opener
to another group etc.
3. Teacher to
move round the groups to direct pupils on what to do, and how to do it (the
sequence).
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.
Pubils’ roles/activities
Answer teacher’s questions.
APPENDIX
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.
8. Drug abuse
could be avoid by …………………. (a) taking drugs only approved by qualified medical
personnel (b) buying drugs from chemist whenever we fell sick without medical
personnel advice. (c) taking drugs previously used by our parents (d) seeding
medical advice from friends who have no medical knowledge.
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.