Effectiveness of Hands-On Activities to Develop Chemistry Learners  Curiosity in Community Secondary Schools in Tanzania

Kova, Jamila; Sentongo, John; Gakuba, Emmanuel

doi:10.36681/tused.2021.93

Cited by 8 publications

(6 citation statements)

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“…The handling and using of materials is a key aspect to practical activities for students (Kibga et al, 2021). As Teacher 3 rolled an apple on the floor, learners were also given chance to roll it by themselves and observed the movement of an apple until it stopped.…”

Section: Resultsmentioning

confidence: 99%

Facilitation of practical work in Natural Sciences: experiences and approaches of junior teachers

Sikhosana,

Mogale

2024

F1000Res

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Background This paper explored junior teachers’ experiences and approaches when facilitating practical work in Natural Sciences during teaching and learning. Grade 7 is the final year of primary school in South Africa, with students between the ages of 11 to 13. The researchers observed that there are enormous challenges encountered by junior grade 7 teachers when preparing, designing and conducting practical work in Natural Sciences teaching and learning. Methods A qualitative multiple case study design was used. Three grade 7 Natural Sciences junior level teachers were selected purposively as participants. Data was collected through classroom observations, semi-structured interviews and document analysis. Results The findings of this study revealed that some grade 7 junior Natural Sciences teachers were overwhelmed when facilitating practical work during teaching and learning. In addition, some of the grade 7 junior Natural Sciences teachers were unable to maintain discipline inside and outside the classroom environment when conducting practical work and demonstrations. The grade 7 junior Natural Sciences teachers had to use mechanism to cope with the demands associated with facilitation of practical work in Natural Sciences teaching and learning. Some of the approaches adopted by the grade 7 junior Natural Sciences teachers when facilitating practical work in Natural Sciences teaching and learning included group work, observations, demonstration, illustrations, projects and inquiry-based scientific investigations. Conclusion It is recommended that teachers be professionally trained on how to facilitate practical work to advance the new ways of teaching and learning as advocated by per the Curriculum Assessment Policy Statement document while empowering them with pedagogical content knowledge to enable them to achieve the aim and objectives of practical work in Natural Sciences teaching and learning.

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Section: Resultsmentioning

confidence: 99%

Facilitation of practical work in Natural Sciences: experiences and approaches of junior teachers

Sikhosana,

Mogale

2024

F1000Res

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“…When students are fully engaged with model kits, the content being taught and learned is more meaningful to them (Alkan, 2016;Pirttimaa et al, 2017). Importantly, this approach aligns with the demands of 21stcentury classroom instruction, emphasising "hands-on" science lessons and problem-solving techniques (Gakuba et al, 2021).…”

Section: Adumentioning

confidence: 96%

Assessing the efficacy of locally constructed model kits in teaching and learning of writing and naming binary compounds

Appiah-Twumasi,

Iddrisu,

Ateko

2024

IJER

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The study constructed Valency Arm and Y-shaped Model Kits using local materials from the school community, serving as interventions for Sekyere Central District junior high students in Ghana. Effectiveness was tested using a quasi-experimental pre-test post-test control group design in teaching binary compounds writing and naming. We randomly selected four intact classes, two as the experimental group (n = 69) and the other two as the control group (n = 67). After constructing and using the model kits in the teaching and learning process of writing and naming binary compounds, it was found that the experimental group, who received instruction with the model kits, had better retention of the concepts and principles than the control group. These improved learning gains were evident in the three successive tests (Pillai's Trace = 0.440, F (2, 133) = 52.319, p = 0.000, partial eta squared = 0.440). Additionally, a semi-structured interview was conducted with 11 randomly selected respondents from the experimental group. This interview identified four critical features that the junior high school students perceived as benefits of using the model kits in teaching writing and naming binary compounds. These benefits were a better understanding of the principles, improved attitude towards writing and naming binary compounds, better retention of concepts, and active participation and interest in class lessons. The results imply that junior high school science teachers who want to promote effective teaching and learning of writing and naming binary compounds should consider using these model kits if the original models are unavailable.

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“…It is the educational system of the future, because critical thinking, teamwork and group work are vital for the future (English, 2016). According to previous research, learners learn best when they are encouraged to do hands-on activities to stimulate their learning curiosity to build their own knowledge about the world around them (Kibga et al, 2021;English, 2016). İn these approaches students are free to create their own knowledge under the guidance of a facilitator thereby improving their academic achievement (Aksela, 2019;Thibaut et al, 2018).…”

Section: Stem Educationmentioning

confidence: 99%

“…İn these approaches students are free to create their own knowledge under the guidance of a facilitator thereby improving their academic achievement (Aksela, 2019;Thibaut et al, 2018). STEM education-based approaches especially STEM-PBL, encourage hands-on activities leading to lifelong learning as well as motivate students to explore and discover new facts (Kibga et al, 2021).…”

Section: Stem Educationmentioning

confidence: 99%

Effectiveness of STEM problem-based learning on the achievement of biology among secondary school students in Nigeria

Usman,

Mohd Norawi Ali,

Mohammad Zohir Ahmad

2023

tused

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Academic performance of students is global issue of great concern to educators. This study sought to ascertain the effect of STEM problem-based learning as an inquiry approach on secondary school student's performance in Biology at government-owned secondary schools in Kebbi State, Nigeria. The non-equivalent control group design was adopted. Two schools were selected in which purposive sampling was employed to select the participants. Each class contain 40 participants. The data was obtained using Diffusion and Osmosis Achievement Test (DOAT). The variables were evaluated using descriptive statistics and the Independent Samples t-test. Based on the results obtained the STEM Problem-Based Learning (STEM-PBL) have a significant and favorable impact on students' biology achievement and that students in the experimental group retained more Biology information compared to the control group. The study recommended among others that, Biology classes should be made more engaging to students and teachers need to be more creative and inventive when it comes to discovering, selecting, and implementing activity-based instructional strategies in the classroom.Journal of Turkish Science Education 454 Student Assessment (PISA) (Chong, 2019). In Africa, academic achievement of Ghanaian students in biology has consistently remained poor (Annan et al., 2019). In Kenya, a steady decline in educational standards was observed among secondary school students (Mwaura et al., 2019).Most secondary school students in Nigeria misunderstands some biological concepts. They consider them difficult and challenging (Etobro & Fabinu, 2017). Students have misconceptions and difficulties in understanding and explaining the concepts of diffusion and osmosis (Do & Cerrah, 2018; Oladipo & Cynthia, 2018;Zita & Winifred, 2021). In most schools in Nigeria, biology is taught in abstract fashion and in disjointed form resulting in comprehension deficiency.In spite of all the instructional strategies employed by teachers, quite a number of students skipped and hardly attempt diffusion and osmosis related questions in West African Examination Council (WAEC), and if attempted are poorly answered (Yaki, et al., 2019). Biology achievement of students in WAEC in Nigeria was reported to be low in terms of credit level which qualifies students for admission into institutions of higher learning (Zita & Winifred, 2021). From 2016 to 2021, the percentage of secondary school students in Argungu Education Zone who received credit in biology was consistently lower than 50% (2016-2021 Credit % in Argungu Zonal Education Office).Secondary school classrooms in Nigeria were dominated by teacher-centred approaches. Conventional methods of instruction, according to Gorowara & Lynch, (2019), Iji, et al., (2015) and Samsudin, et. al., (2020), were the dominant strategies in teaching and learning of biology. Teaching and learning from a conventional approach as observed in many secondary school classrooms have contributed to low skilled students and poor academic achievement in...

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Effectiveness of Hands-On Activities to Develop Chemistry Learners Curiosity in Community Secondary Schools in Tanzania

Cited by 8 publications

References 0 publications

Facilitation of practical work in Natural Sciences: experiences and approaches of junior teachers

Facilitation of practical work in Natural Sciences: experiences and approaches of junior teachers

Assessing the efficacy of locally constructed model kits in teaching and learning of writing and naming binary compounds

Effectiveness of STEM problem-based learning on the achievement of biology among secondary school students in Nigeria

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