Effects of Hands-on Learning Strategy on Academic Performance in Ecology among Secondary School Biology Students, Zaria, Nigeria

Abstract

The study investigated the Effects of Hands-on Learning Strategy on Academic Performance in Ecology among Senior Secondary School Students in Zaria Education Zone, Nigeria. The study comprised of one objective with the corresponding research question and null hypothesis. The research design used was Quasi-experimental pretest and posttest design using intact class. The population of the study comprised 4138 biology students of SS II in sixteen public secondary schools in Zaria Education Zone as at 2023/2024 academic session. The sample comprised 263 out of which 198 were males and 65 were females. The experimental group was exposed to Hands-on learning strategy while the control group was taught using conventional method. One validated instrument; Ecology Concept Performance Test (ECPT) with reliability coefficient of r = 0.72 was used to collect data for the study. Research question raised was answered using descriptive Mean statistics test while research null hypothesis was tested with independent t-test at p≤0.05 level of significance. The finding showed that Biology students taught ecology using Hands-on learning strategy performed significantly better than those taught using conventional method. Based on the findings, it was recommended that Hands-on learning strategy be used by biology teachers in the teaching and learning of biology

Keywords: Hands-on Learning Strategy, Academic Performance and Ecology