Preprint Hypothesis Version 1 NOT YET PEER-REVIEWED

Effect of Hands-on Learning Strategies on Senior Secondary School Students’ Academic Achievement in Topographical Map Studies in Ganye Educational Zone, Adamawa State, Nigeria

  1. Government Day Secondary School Monduva, Mubi South LGA, Nigeria
  2. Department of Science Education, Adamawa State University, Mubi, Nigeria
  3. Department of Biological Sciences, Adamawa University, Mubi, Nigeria
Version 1 : Received: 5 August 2016 / Approved: 6 August 2016 / Online: 6 August 2016 (11:28:12 CEST)

How to cite: Filgona, J.; Sababa, L.; Filgona, J. Effect of Hands-on Learning Strategies on Senior Secondary School Students’ Academic Achievement in Topographical Map Studies in Ganye Educational Zone, Adamawa State, Nigeria. Preprints 2016, 2016080064 (doi: 10.20944/preprints201608.0064.v1). Filgona, J.; Sababa, L.; Filgona, J. Effect of Hands-on Learning Strategies on Senior Secondary School Students’ Academic Achievement in Topographical Map Studies in Ganye Educational Zone, Adamawa State, Nigeria. Preprints 2016, 2016080064 (doi: 10.20944/preprints201608.0064.v1).

Abstract

The study investigated the Effect of Hands-On Learning Strategies on Senior Secondary School Students’ Academic Achievement in Topographical Map Studies in Ganye Educational Zone, Adamawa State. Four null hypotheses were raised to guide the study. The research design employed was the quasi-experimental non-equivalent pre-test, post-test control group design. The sample size for the study was 263 senior secondary school (SS II) geography students from six intact classes in public senior secondary schools in three Local Government Areas of Ganye Educational Zone. A 40-item Topographic Map Achievement Test (TMAT) constructed by the researcher but structured in line with WAEC/NECO standardized test items in practical geography was used to obtain data. The instrument was validated by two experts from Geography Education and Test and Measurement. A reliability index of 0.80 was obtained using Guttmann’s Split half statistic. One Way Analysis of Variance (ANOVA) was used to test hypotheses one and two; and Tukey’s Honestly Significant Difference (HSD) Post Hoc Mean Comparisons Test was used to establish the effect size. The independent samples t-Test statistic was used to test hypotheses three and four. The findings from this study revealed that: there was a statistically significant difference in the mean scores of students taught topographical maps using hands-on learning strategy alone, conventional method alone and hands-on learning strategy combined with conventional method in senior secondary schools of Ganye Educational Zone, Adamawa State (F (2, 260) = 52.105, p < 0.05). There was a significant difference in the retention scores of students taught topographical maps using hands-on learning strategy alone, conventional method alone and hands-on learning strategy combined with conventional method (F (2, 260) = 48.477, p < 0.05). There was no statistically significant difference in the mean scores of male and female students taught topographic maps using hands-on learning strategy (t = 0.880, df = 95, p > 0.05). There was no significant difference in the mean scores of male and female students taught topographic maps using hands-on learning strategy combined with conventional method (t = 0.544, df = 83, p > 0.05). Based on the findings of this study, it was recommended that geography teachers should endeavour to use hands-on learning strategy as an alternative strategy or incorporate this instructional technique with other teaching methods in order to improve the teaching and learning of topographical maps in senior secondary schools.

Subject Areas

Academic Achievement; Hands-On learning Strategies; Topographical Map Studies; Topographical Map Achievement Test

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