The Role of Practical Activity in Teaching and Learning of Science and Students’ Academic Performance and Retention

Abstract

The study investigated the role of practical activities on students’ performance and retention in Science. The study highlighted on the efficacy of the Science laboratory and role of the laboratory in the teaching and learning of Science. Two null hypotheses were raised to guide the study. The study employed a quasi- experimental non-equivalent pretest-posttest control group design. One hundred and fifty JSS3 students from three public secondary schools constituted the sample for the study. Three intact classes were used, given rise to three experimental groups and one control group. Science Performance Test (SPT) was the instrument used for data collection. The reliability of the instrument was established using Kudar- Richardson formular-20, which yielded a reliability coefficient of 0.87 and 0.86 respectively for the Performance and retention test. Using the analysis of covariance, data obtained were analyzed with the hypotheses tested at 0.05 level of significance. The result of the study showed a significant effect of practical activities in the teaching and learning of Science, Mathematics and technology education. Students  who were taught Science using practical-activities outperformed their counterparts taught without practical- activities. More so, Studies revealed a strong influence of practical-activities on students’ retention of Science concepts. Based on findings of the study conclusions were drawn and it was recommended among others that the use practical –activities can serve as enhancers in the teaching and learning of Science performance and retention