CHAPTER THREE
METHODOLOGY
This chapter presents the specific
method used for the study. The research method is presented under the following
subheadings: Research design, Area of the study, Population of the study,
sample and sampling technique, experimental procedure, control of extraneous
variable, instrument for data collection, reliability, validation of the instrument,
method of data collection, and method of data analysis.
Research
design
This study is a quasi-experimental
study. The design for the study is the pre-test, post-test, non-equivalent
control group design. Intact classes were used for the study so there was no
randomization of subjects. The design is schematically represented thus:
Yb x Ya
Yb
~x Ya
Where
Yb = Pretest
Ya = Posttest
X = Treatment
~x = Control
Area
of the Study
The study was carried out in Onueke
education zone of Ebonyi State. This zone comprises of four (4) Local
Government Areas, which are: Ezza South, Ezza
North,
Ikwo and Ishielu. The four local government areas represent the area of study.
Population
of the study
There are three hundred and seventeen
(317) public basic school in Onueke education zone and one hundred and
forty-five thousand, two hundred and thirteen (145, 213) pupils in those public
basic schools (SUBEB Ebonyi 2009). All these schools and pupils make up the
population of the study.
Sample
and sampling technique
Six basic schools were drawn from
the three hundred and seventeen (317) public basic schools in Onueke Education
Zone through a simple random sampling approach. Out of the six schools, three
were assigned to treatment group while the other three were assigned to control
group. The assignment of schools to treatment and control group was done
through simple balloting. In each school all intact basic six classes was used
for the study. In all therefore a total of six intact basic schools (3 for
treatment and 3 for control) were used for the study.
Instrument
for data collection
The instrument that was used for the
study is a basic science achievement test (BSAT). The researcher constructed
the basic science achievement test (BSAT), with the assistance of test
developers in the test development unit of Ebonyi State Universal Basic
Education Board (UBEB). The unit supplied some questions from question bank.
The items were drawn from the four clusters in basic science. The new nine (9)
year basic science curriculum was used in drawing up the clusters.
The
clusters were:
a. You and your environment
b. You and energy
c. You and technology
d. Living and non – living things
Bloom (1971) taxonomy of educational
objectives guided the development of a test blueprint or table of specification
see appendix 4. The table of specification guided the development of the test
items see appendix 6. The items in the BSAT evaluated the lower cognitive
process. Emphasis was placed on the lower cognitive process due to the age
range of the pupils. The BSAT contains 40 multiple-choice objective questions
(see appendix 5). Item analysis was carried out on the BSAT test instrument
(see appendix 3). The nine items that did not survive the initial analysis were
replaced
There are four options in the
objective questions. Three of these options are distractors, while one is the
key. The options are labeled A, B, C; D. Distraction Index (DI) of the options
were carried out (see appendix 3B) the options which did not distract at all
were removed and replaced with other options. Pupils were required to select
the key from the options provided. A model answer to the BSAT items was
prepared by the researcher and group of classroom teachers
e. Validation of the Instrument
The BSAT instrument for data
collection was subjected to face and content validations. The face validation
was carried out by four senior classroom teachers who have taught basic six
(six grade) for not less than eight years each. They thoroughly considered each
question in relation to the framing and vocabulary used in writing each item.
They also checked whether the questions actually conveyed the meaning, which
the researcher had in mind. Further face validation was carried on the
instrument by two test developers in the test development unit, Ebonyi State
Universal Basic Education Board (EBSUBEB). They separately scrutinized each
test item. The items that survived the face validation were assembled and
subjected to content validation. The table of specification was used to develop
the items to ensure they are true representative of the content areas. The
inputs and suggestions of the different groups helped to raise the quality of
the test items.
Reliability
of the Instrument
The BSAT instrument was trial tested
on a group of pupils in an intact class of twenty (20) pupils, in basic six
(sixth grade) outside the study area. The spearman correlation co-efficient
reliability computed from data collected from the test and retest carried out
within an interval of two weeks yielded an index of 0.774 stability value see
appendix 7. The internal consistency of the items was determined using the K. R
20 approach. The test yielded an index of 0.87. (See the attached appendix 8).
Experimental
procedure
At the onset of the experiment
pretest was administered to the research subjects in both the treatment and
control groups. After the pretest, the experimental group was given the
treatment, which is to teach the group with the experiential method of
instructional delivery. The control
group was treated with the conventional teaching method. Topics to be taught to
the two groups were the same. Research Assistants administered the experimental
treatment and control treatment. The regular classroom basic six teachers of
the six sampled schools were used as research assistants. A teacher training
programme was organized for the research assistants. They were exposed to all
the essential steps using the experimental teaching approach and the
conventional teaching approach as
may be applicable to teachers of each group.
All
the necessary instructional materials for the study were made available to the
research assistants. A model experiential lesson plan was developed (see
appendix 5). A model experimental package and conventional teaching package
were prepared to guide the research assistants of the two groups see appendices
1 and 2. At the end of treatment BSAT was administered again to the two groups
as post-test. Treatments in the two groups were of equal duration. The
researcher visited the two groups periodically to observe and supervise the
research assistants. The study lasted
eight weeks. The research assistants administered all the tests, marked the scripts
and scored them. The researcher regularly visited the schools to monitor the
instructional delivery but did not impose himself on the teachers to avoid the
pupils realizing that they are being used for experimental study:
Control
of Extraneous Variables
The
following are extraneous variables that were controlled to ensure that their
effects do not interfere with the results of the study. Hawthorne effects, History, testing, teacher
variables and initial equivalence.
Hawthorne Effects: To ensure that the
pupils are not aware that they were being used for experimental study, the
class teachers were used as the research assistants. Secondly, intact classes
were used. There was no reshuffling or regrouping of subjects into new groups.
The research assistants were duly informed of the dangers of informing the
pupils that they are being used for experimental study.
History:
This was controlled by ensuring that the experiment does not last too long.
Moreover, there was no extraordinary event that occurred that affected the
study within the period of the subject, either in the schools or at homes of
the pupils.
Testing:
To check the effect or testing, the items in the instrument (PSAT) were
rearranged after the initial pretest. The colour of the paper was also changed.
Teacher
variables: The teachers of the experimental group were trained on the use of
the experimental package. The teachers of the control group were also trained
on the use of the conventional teaching method. Hence the teachers in the two
groups were clearly directed on when and how to administer the tests and
treatments. The researcher also monitored them closely to ensure uniform
approach.
Initial
Equivalence: Intact classes were used for the study. ANCOVA was used to control
the initial differences of the groups.
Method
of Data
At the beginning of the experiment
in each group, the pretest was administered to the pupils. The scores of pupils
were recorded and kept for use. At the end of the experiment, the posttest was
administered to the pupils. The scores were also recorded and kept. The two
sets of scores were used to answer the research questions and the hypothesis
after they had been analyzed with relevant statistical tools.
Methods
of Data Analysis
Research questions were answered
using mean and standard deviation while hypotheses were tested at an alpha
level of 0.05 using the Analysis of Co-variance (ANCOVA).
CHAPTER
FOUR
_RESULTS
This
chapter presents the results of the study. The results are presented in tables,
according to the research questions and hypotheses that guided the study.
Research
questions
Research
Question 1
What is the effect of experiential
teaching methods on pupils mean achievements in basic science?
To
answer this question, reference is made to the data presented on table 3. The
data is obtained from the basic science achievement test administered to both
the treatment and control groups involved in this study. The summary of the
result is shown below.
Table
3: Mean and standard deviation of
achievement scores of pupils taught Basic
Science using the experiential teaching
approach and those taught with the
Conventional method.
Groups
Mean Standard deviation Treatment 57.7
14.04 Control 41.46 13.90 The
results in table 3 show, that adjusted mean scores for the treatment group is
much greater than the adjusted mean achievement scores of the control group.
But a critical look into the above scores reveals that pupils taught basic
science using the experiential teaching approach had a mean achievement score
of 57.7 with a standard deviation of 14.04 while the pupils taught Basic
Science using the conventional method had a mean achievement score of 41.46
with a standard deviation of 13.90.
Research
Question 2
What
is the effect of experiential teaching methods on male and female pupils’ mean
achievement scores in Basic science?
_To
answer this question, the mean achievement scores of male and female pupils
taught Basic science using the experiential teaching method are presented in
Table 4 below. The overall mean score is desegregated into male and
female. The summary of the result is
shown in the table 4.
Table
4: Mean achievement test scores and
standard deviation of male and female
Pupils
taught Basic science using the experiential teaching approach.
Gender
categories Mean Standard deviation Male 56.58 13.68 Females 59.03 14.42
From
the result presented in table 4, the mean achievement scores of male pupils
taught Basic science with experiential teaching method is 56.58 with standard
Deviation of 13, 68 while their female counterpart had a mean achievement score
of 59.03 with a standard deviation of 14.42.
Research
Question 3
What
is the interaction effect of teaching method and gender on pupils’ mean
achievement in Basic Science.
In
a bid to answer the above question, the results on table 5 are consulted. The
means for the two levels of gender taught Basic Science and technology using
the experiential teaching method and those taught with the conventional method
were used to assess the interaction. The summary of the result is shown in
table 5.
Table
5: Summary of interaction between gender and teaching method on pupils’
mean
achievement in Basic Science and technology.
Gender/group
Mean for experiential group Mean for conventional group Male 56.58 41.32 Females 59.03 41.58
The
result presented in table 5 reveals that male and female pupils taught basic
science with experiential teaching method had mean achievement scores of 56.58
and 59.03 respectively while those taught with conventional method had mean
achievement scores 41.32 and 41.58 respectively. The experiential teaching
method is therefore superior to the conventional method at the two levels of
gender (males and females). This implies that there is no interaction between
method and gender on achievement in Basic Science and technology.
Hypotheses
Ho1: There is no significant difference in the
mean achievement scores of pupils taught Basic science using experiential
teaching method and those taught using the conventional method.
HO3:
There is no significant interaction between teaching methods and gender on
pupils’ mean achievements in basic science.
These
two hypotheses were tested using analysis of co-variance. Summary of the analysis
for these two null hypotheses is shown in table 4.
Table
6: Analysis of Co-variance for pupils’ overall basic science achievement
scores by teaching methods and gender.)
(Source
of variations) Sum of squares DF (Mean square) F.cal F. cv Decision of
P<0.05 Covariates (pretest) 55200.459
1 55200.459 906.567 Main effects
29415. 591 2 14707.795 241.557
Teaching methods 29407.440 1 29407.440 482.98 3.84 S Gender 75.015 1 75.015 1.232 2-Way Interaction 61.585 1 61.585 1.011
3.84 NS Teaching methods and gender
61.585 1 61.585 1.011 3.84 NS Explained
84677.635 4 21169.409 347.681
Residual 25633.623 421 60.887 Total 110311.258 425 259.556 Key S = significance, NS =
Non-Significant, P = probability level.
For
hypothesis 1, analysis of co-variance of the pupils’ overall achievement scores
presented in table 6 shows that the F-cal value of 482.98 is greater than the
critical F.cv of 3.84 at P>0.05 Alpha. The null hypothesis which stated that
there is no significant difference in the mean achievement score of pupils
taught basic science using experiential teaching method and those taught using
the conventional teaching method is rejected. The significant difference
observed between the mean achievement scores of the treatment and the control
groups is statistically significant in favour of the experimental group.
For hypothesis 3, the results
presented in table 6 shows that the observed difference in the two-way
interaction effect is not statistically significant. This is because the calculated
F value of 1.011 is less than critical F.cv of 3.84, at P<.05 alpha levels;
then the null hypothesis of non significant is retained. It was therefore
concluded that there is no significant interaction between gender and teaching
method on pupils’ achievement in basic science.
HO2:
These is no significant difference in the mean achievement scores of male and
female pupils’ taught basic science using experiential teaching method.
This hypothesis was tested using
Analysis of Co-Variance for overall achievement score by experiential teaching
method by gender. The summary is as shown in table 5.
Table
7: Analysis of Co-Variance for overall
achievement for experiential
teaching method by gender.
Source
of variation Sum of squares DF Mean square F-cal F. cv Decision of
P<0.05 Covariates (pretest) 24877.065
1 24877.065 397.29 Main effects
132.850 1 132.850 2.122 Gender 132.850
1 132.850 2.122 3.84 NS Explained
25009.915 2 12504.957 199.707
Residual 11458.822 183
62.617 Total 36468.737 185
197.128 Key: NS = Non- significant at
P<.05 alpha, P = probability level.
In
table 7, the difference observed in the mean achievement scores of male and
female is not statistically significant. This is as a result of the fact that
the calculated value of F cal 2.122 is less than the critical F value of 3.84.
Hence the null hypothesis of no significant was retained.
Therefore
it was concluded that the differences between the mean achievement scores of
male and female pupils taught basic science using the experiential teaching
method is not significant.
Summary
of Findings
Results
presented in this chapter reveal the following:
1.
Experiential teaching method
enhanced higher achievement in basic science and technology than the
conventional teaching method.
2.
The female pupils had slightly
higher mean achievement scores than the male pupils but the difference was not
significant.
3.
There is no
interaction between teaching method and gender on pupils’
Achievement in basic science and technology
CHAPTER
FIVE
DISCUSSION
This chapter presents the discussion
on the findings of the study based on the hypotheses and research questions
that guided the study. Results are discussed in line with the purpose of the
study.
Effects of experiential teaching approach on
pupils’ mean achievement in Basic Science.
It
was found in table 3 that the pupils taught basic science with experiential
teaching approach obtained higher mean score (57.7 S.D 14.04) than pupils
taught with conventional teaching method (41.46 S.D 13.90). Table 6 confirmed
that the difference is statistically significant at 95% probability level
(F-cal = 482.98 and f-critical = 3.84)
_This
present study supports and sustains earlier findings of similar experimental
studies in the use of experiential teaching approaches (Leavers: 2002; Mabie
and Baker, 1996; Richardson, 1994; Olaoye and Omotayo, 2008; Ajiboye and
Ajitoni, 2008), where the experiential teaching proved better than the
conventional teaching method. The significant effect observed between the
experiment and control groups in this study could be attributed to learners
being practically and actively involved in the meaningful activities presented
by the teacher, who only acted as facilitator of learning. The pupils found the
activities interesting, revealing, involving, and full of fun, practical,
homely, meaningfully organized and not haphazard and above all product
oriented. The children were fully involved. Involvement is important if
children must learn effectively. An involved person narrows his attention to
one limited activity at a particular time. Based on the above and in order, to
promote learning, the educational context must be constructed in a way that
brings children to the highest level of involvement. This is where deep level
learning takes place (Laevers 2002). The satisfaction that goes along with
involvement (participation), stems from one source: the exploratory drive. This
is the urge by learners to get better grip on reality; the intrinsic interest
in how things and people are; the urge to experience and figure out. This in
turn leads to curiosity. Curiosity on the other hand is seen as exploratory
attitude, defined by openness for and alertness for the wide variety of stimuli
that form our surrounding makes a person accessible, lowers the threshold to
getting into the state of arousal that brings a person into the most intense
form of concentration and involvement (Laevers, 2002). But real involvement
(participation) can only take place when the activities on offer match the
capacity of the learners. Indeed, participation is highly rewarding in
classroom interaction. Teachers should encourage mutual participation among the
pupils, setting up the materials and play a guided role in the course of
learning among the pupils (Olaoye and Akinsola; 2007). This is because whatever
pupils derive by themselves last longer in memory than what they are told. The
finding of this study further justifies the claim by Ibe (2008) that the uses
of guided and other innovative teaching methods that are based on hand-method,
in school, help learners. It stimulates pupils thereby enhancing learning,
since pupils tend to learn better when more of the senses are involved. The
method is rewarding and is in contrast with the traditional conventional method
of teaching which Friere (1993) described as “banking approach” to education.
In the banking approach the teacher often seeks to deposit large amount of
information into the pupils with the support of text books while the learners
remain passive. The traditional/conventional teaching approach which is
completely opposed to experiential teaching approach leads to what Laevers
(2002; 10) described as “Superficial learning”. This is learning that does not
affect the basic competencies of the child and which has little transfer to
real life. The finding is also in line with the findings of Grisoni (2002) who
agreed that experiential teaching method promotes active learners and
encourages self actualizing learners. This no doubt leads to increased performance
by pupils. Furthermore, behavioral psychologist such as Skinner has emphasized
the importance of learners’ active participation in the learning activity. This
helps learners to understand the concept properly and could lead to his
transfer of what was learnt to situation outside the immediate learning
environment. This finding of the study confirms the claim by Shien and Bennis
(1965) that in experiential teaching approach, the outcome includes; cognitive
elements resulting in an increased awareness, emotional elements producing
changed attitudes or feelings, behaviourial elements which involves changed
interpersonal competencies. To Laevers (2002) the educational outcomes of
experiential teaching approach are: Emotional health, expression and communicative
skills, curiosity and exploratory drive, imagination and creativity, the
competence of self organization and understanding of the world of objects and
people. These give rise to the development of learners who are self confident
and mentally healthy, curious, and exploratory, expressive and communicative,
imaginative and creative, full of initiative, well-organized, with articulated
intuitions about the social and physical world, full of initiative and well
organized and feeling-world and with a feeling of being connected to the
universe and all its creatures. Although experiential teaching approach
enhances achievement in basic science and other subjects, it is important to
observe that teachers have continued to hesitate in its adoption as teaching
approach in the classroom. This is due to the perceived fear about teachers’
competence and resource constraints (Grisoni 2002). According to him, the major
factors limiting the implementation of experiential teaching approach in school
are the teachers’ lack of understanding of the strategy, the rigid duration of
lesson periods and the pupils’ resistance in taking responsibility of their own
learning. It is important to note that even though the conventional teaching
method is easy to use and takes less time it has not produced the desired
result, hence the need to replace it with innovative and result oriented
teaching method such as experiential teaching approach. This is the only way to achieve the
objectives of the Universal Basic Education (UBE) Programme in Nigeria.
Effects
of experiential teaching approach on male and female pupil’s achievement in
basic Science.
The summary of the result as
presented in table 4 showed that the female pupils with mean of 59.03 and SD
14.42 performed slightly better than the males with a mean of 56.68 and S.D of
13.68, when experiential teaching method was used as a teaching method. This
finding of this study is similar to UNICEF/UNESCO/FME (1997), findings which
showed that girls scored slightly more than boys in basic science with a mean
of 32.96 and S.D 18.29 against 32.73 and S.D 18.10 score of boys. This is
against the general held notion that science is more suitable for males. This
is no surprising as Science Teachers Association of Nigeria STAN. (1992) has
stated that females possess as much intellect and creative abilities as to
participate in science and technology. However, the difference in the mean
scores was not significant as was shown in table 6 (F cal = 1. 011 and F
critical = 3.89). This finding is in agreement with the findings of Olaoye and
Omotayo (2008) that there is no significant difference between male and female
in participatory (Affective science teaching methods). This is because
experiential teaching approach is a gender inclusive teaching approach, as the
constitution of group members in each group in the classroom ensures equal
representation of males and females. It is also important to note that
presentation of group work in the classroom equally ensures that both male and
female are given the chance to present through rotation of roles. Furthermore,
the findings are in agreement with that of Shapiro, Kramer and Hunerberg (1981)
who indicated that differences in males and females in science and technology
may not manifest sharply with males at higher status in primary schools when
appropriate teaching method is used.
These findings of the study are
clear indications that the use of experiential teaching method focuses on
ensuring higher achievement for both males and females. The issue of particular
gender having undue advantage over the other is eliminated. All factors that
will enhance both males and females learning effectively are provided. The
result of this study attests to this fact. Therefore experiential teaching
strategy is not gender biased. It accommodates the interest of both male and
female pupils as the teaching is skewed towards them Both males and females are
allowed to see, manipulate concrete object
themselves, ask each other questions and seek alternative solutions
collaboratively, instead of being remote controlled by the teacher. Pupils
learn faster when they are taught by their peers using their peer group
language.
Interaction
effects of teaching method and gender on pupils’ achievement in basic science
and technology.
The summary of the result presented
in table 7 shows that there is no interaction between gender and teaching
method on pupils’ achievement in basic science (f cal = 2 .112 and f crit. =
3.84). Although table 5 showed that male taught with experiential teaching
method scored higher than males taught using the conventional method and
females taught with experiential method also scored higher than those females
taught with the conventional method; but interaction between male and female
pupils taught with experiential method is not significant. This shows that
experiential teaching method has relative effect on achievement of males and
females and does not depend on their gender and as such, it remains an
authentic teaching strategy. This finding is in line with the study carried out
by Fox (1976) which showed that gender has no significant interaction effect on
performances of pupils when manipulative is used in teaching. The above
findings was also confirmed by Kurumeh and Achor (2008) when they stated that
there is no interaction effect between gender and teaching method on pupils’
achievement in decimal fraction using the Cuisenaire Rods Approach (a
participatory/interactive teaching approach). It however contradicts the
findings of Bloke and Imoko (2007) that there exists interaction effect of
gender and teaching subject, when students are taught mathematics using Ethno-
mathematics approach (a participatory/interactive teaching approach). The
interaction effect observed could be due to the levels of subjects and the
social cultural setting of the subject and study area rather than the teaching
method.
The fact that experiential teaching
approach proved to be better teaching method as the group taught with the
approach scored higher mean achievement could be due to the fact that pupils
found the method more interesting and were motivated. This is in line with Ibe
(2006) findings that male and female students taught sciences using guided and
participatory teaching method have a higher mean score than those taught using
conventional approach. The pupils in the treatment group might have worked
collaboratively in their group. The teacher might also have told them that the
performance of the entire group depends on the success of each group member. Therefore
individualism was de-emphasized; while collaboration was emphasized. This led
to group members ensuring that every member learnt irrespective of the sex of
the member. This therefore eliminated gender bias which would have led to
interaction of gender and the teaching method.
Experiential teaching approach de-emphasizes individualism and promotes
collaboration in Teaching/learning Process.
CHAPTER SIX
_SUMMARY,
CONCLUSION, AND RECOMMENDATIONS
Summary
of the study
The abysmal performance of pupils in
basic science and technology which leads to poor academic achievement
(FME/UNESCO/UNICEF 1997; Odunusi 1997, Salami, 2007; UNICEF, 2001) prompted the
researcher to develop interest into searching for ways of enhancing pupils’
academic achievement in basic science and technology. The need for the search
is obvious as basic science and technology is the foundation of further studies
of science at all levels. Therefore, this study sought to find the effect of
experiential teachings approach on pupils’ achievement in basic science and
technology. The study explored the influence of gender, and interaction due to
teaching methods and gender on achievement of pupils in basic science and
technology.
The quasi-experimental, pretest,
post test, non-equivalent group design was adopted for the study. A total of
426 basic six pupils drawn from six schools selected through simple random
sampling from Onueke Education Zone were involved in the study. In each school,
all the basic six classes were selected and assigned to either treatment or
control group. The teaching was done during the regular periods for basic
science and technology in each school. The regular teachers who served as
facilitators or research assistants taught in each group (treatment and
control) Efforts were made to control those extraneous variables which pose
threats to the validity of the study. Both treatment and control groups were
taught with the same lesson plan but the treatment group was taught with
experiential teaching approach while the control group was taught with the
conventional teaching method.
_ The instrument used for the study was
the Basic Science Achievement Test (BSAT). It was developed by the researcher
and validated (Face and content) by experts in Basic Science and Lecturers in
Measurement and Evaluation in Ebonyi
State University,
Abakaliki. The instrument was used for pretest but reshuffled and used for post
test. BSAT had reliability estimate of 0.774 and internal consistency of 0.87.
Three research questions and three hypotheses
were used in the study. The research questions were answered using the mean and
standard deviation. The hypothesis was tested using the analysis of co-variance
at alpha probability level of 95%.
The results revealed that
experiential teaching approach was more effective than the conventional
teaching method in enhancing pupils’ achievement in basic science and
technology. It was also revealed that there was no significant difference
between the mean achievement scores of male and female pupils taught basic
science and technology using the experiential teaching approach. In addition,
there was no interaction between gender and teaching methods on pupils’
achievement in basic science and technology.
The findings of the study have
reaching implications for teachers, ministry of education, research institutes
and higher institutions that train teachers. Based on the implications, certain
recommendations were made. Limitations of the study were indicated while some
suggestions for further researches were made.
Conclusion
From the result obtained in the
investigation into the effect of experiential teaching approach on pupils’
achievement in basic science and technology, it is stated that; experiential
teaching approach involves hands-on, participatory approach and pupils are involved in meaningful activities
in the classroom which lead to their understanding the concept better and
higher academic achievement in basis science
and technology therefore it is more facilitative than the traditional
conventional teaching approach. It was also noted that the adoption and use of
experiential teaching method in teaching of basic science and technology will
help learners to transfer knowledge acquired in the classroom to homes. This
will help them utilize the knowledge acquired to solve their problems at home.
Moreover, the teaching method is suitable for both male and female learners; it
does not discriminate between genders. Teachers are advised to adopt and use
this method in a bid to ensure higher achievement for both male and female
pupils in our schools.
Recommendations
from the Study
Based on the findings of the study
the following recommendations were made:
1.
Since experiential teaching approach has been proved to enhance pupils’
achievement in basic science and technology, teachers should be encouraged to
employ it more in the teaching of basic science and technology.
2.
Teachers’ training tertiary institutions should train their teachers in the use
of this pedagogical approach in teaching not only basic science and technology
but all other subjects taught in schools.
3.
Teacher preparations should be overhauled as it is glaring that most teachers
lack the competence for using experiential teaching approach. Efforts should be
made to equip them with the skills. Therefore, series of teaching seminars,
workshops and short in-service training should be organized for practicing
teachers by the local Government, Ministry of Education, SUBEB, UBEC or other
parastatal, research institutes and development partners such as UNICEF DFID,
USAID etc. Indeed the State Colleges of Education that currently conduct the
millennium deveiopment goal (MDG) capacity development trainings for teacher
should incorporate experiential teaching in their training plan.
4.
Teachers should encourage mutual participation among pupils, setting up
materials and play guided role in the course of learning among the pupils. They
should encourage pupils to work in groups, which the teachers carefully
constitute in the classroom.
5.
Basic science teachers should pay greater attention to the issue of gender
differences in classrooms. They should as much as possible eliminates contents,
techniques and materials that will bring gender differences in their classroom.
They should treat both male and female pupils as equal intellect by engaging
them in same task of science based practical activities in and out of the
classroom.
6.
The conventional teaching method should be de-emphasized in our school system.
This study has revealed its inadequacy in enhancing high pupils’ achievement in
basic science and technology.
Educational
Implications
The findings of this study have
obvious Educational implications for pupils, basic science teachers, ministry
of education, research institutes, faculty of Education of universities and
colleges of Education and development partners in Education.
The findings of this study have
shown that the method helps pupils to achieve higher academic results,
therefore efforts must be made to ensure that teachers adopts this method in teaching to enable the
reversal of the current poor academic achievement being recorded by pupils in
schools especially in basic science and technology
Since the findings of this study
have shown that experiential teaching method is good and a viable alternative
to the traditional method of teaching, there is the urgent need for efforts to
be concentrated on training teachers in this approach and ensuring that they
adopt it as a teaching approach particularly
in the teaching of basic science and technology and other subjects in basic
schools. From the findings of the study, the method led to higher achievement
of pupils and does not encourage gender bias in instructional delivery.
The findings of this study have
shown that this teaching approach is highly effective, therefore the ministry
of education and other parastatals under the ministry in Nigeria
especially in Ebonyi state should concentrate efforts to build capacities of
teachers and other support staff on the use of this method. This should be done
by organizing workshops, seminars and conferences for teachers on use of
experiential teaching approach in teaching basic science and even other
subjects. As the study revealed, male
and female pupils achieved high scores when taught with the method. It means
that experiential teaching method can be adopted by the ministry of Education
and other relevant parastals for the purpose of promoting gender equity in the
classroom. The ministry should liaise with instructional material developers
and text book writers to supply instructional materials and write text books
that are compliant with experiential teaching method. The ministry should also
train teachers on how to improvise teaching aids from local sources. Improvised
teaching materials are cheap and are familiar to learners and make more meaning
to learners. The ministry should also
adjust the time in the school time table in order to enable the teachers apply
this method effectively.
Although experiential teaching
method is an old teaching method in advanced countries, such as South Africa
and United States of America (USA), but it is relatively new and an innovation
in teaching in Nigeria. The findings of this study showed that experiential
teaching approach is more facilitative in teaching basic science than the
traditional teaching method currently dominant in our schools, as such research
institutes should carry more research works on the use of this method in all
the subjects taught in Nigerian basic and secondary schools. The findings of
such research study should be published so that Nigerian Educationist, Teacher
training institutions and professionals can make use of the findings.
Since
the faculty of educations of universities and the colleges of Educations train
the teachers that teach in basic and secondary schools, they should incorporate
the experiential teaching approach in their curriculum, because the findings of
this study have shown that the experiential teaching method is more effective
in facilitating higher academic achievement than the traditional teaching
method, which they currently train their students on. This will enable the
faculties and colleges train teachers who can effectively use this method in
teaching when they graduate and are employed to teach.
The results of the findings have
shown that experiential teaching approach promotes gender equality and
guarantees higher achievement for pupils in basic science; therefore
development partners such as UNICEF, USAID, DFID, UNESCO and other stakeholders
such as NTI, UBEC. NERDC and other philanthropic organizations can organize or
sponsor capacity building and workshop for teachers on the use of the method in
instructional delivery in schools. Currently teachers do not know how to use
the method. In order to improve teaching and learning in schools which will
give rise to higher achievement for all pupils, teachers must acquire the skill
in the use of the method to enable them adopt and use the method in teaching.
Limitations
of the Study
The generalizations drawn from this
study are subjected to the following limitations.
1.
It was only basic six pupils that were used and the content of the study does
not cover all the topics in basic science curriculum taught in basic schools.
2.
The pupils’ socio economic background and location of the schools were not
considered.
3.
The use of different research assistants or facilitators for the study will
invariably introduce extraneous variables. However, measures were adopted to
control it.
Suggestion for Further
Research
The
findings of this study have generated some areas for further research which
are;
1.
Effects of location on pupils achievement in basic science and technology with
the use of experiential teaching method.
2.
Effects of location on pupils’ achievement in integrated science with the use
of experiential teaching method.
3.
The awareness of serving teachers on experiential teaching methods.