Impact of Activity-Based Teaching Strategy on Gifted Students: a case of Selected Junior Secondary Schools in Nigeria

Year 2019, , 421 - 434, 15.09.2019

Hamza Omari Mokiwa , Elizabeth Umoh Agbenyeku

https://doi.org/10.17478/jegys.529919

Cited By: 5

Abstract

The study investigates the impact of
activity-based teaching strategy on gifted students’ academic performance.
Quantitative methods using a quasi-experimental design were used on a random
sample of 330 gifted students selected from 11 Junior secondary schools from
Katsina Metropolis, Nigeria. A 60 items Basic Science Achievement Test (BSAT)
with reliability coefficient of 0.98 was administered to 11 schools before and
after the treatment and scores analyzed using t-tests. The findings revealed
significant differences in the academic performance between the experimental
group exposed to the activity-based teaching strategy when compared to the
control group exposed to the traditional lecture method. These findings recommend
schools to adopt the activity-based teaching strategy in science classroom in
order to effectively commit student to mastery of the subject in both practical
and theoretical terms.

Keywords

Activity-based teaching strategy, pedagogy, performance, gifted students

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