Effectiveness of Hands-on Activities on Selected Public School Pupils Performance in Shomolu Local Government Area of Lagos State
Chapter One
Purpose of Study
This study will attempt to:
- Know the level at which hands on activities as a teaching and practice method are effective in the early childhood education classroom to the learners.
- Enable the early childhood education teacher know the type of hands on activities to be used in teaching various subjects in early childhood education classroom.
- Create awareness about the impact of hands on activities in developing of the three domains of learning in the early childhood education classroom
- Find solution to challenges faced by the early childhood educators and administrators concerned in using hands on activities as a method of teaching in the early childhood classroom.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
As research in the field of active learning has grown, so has its list of meanings. Active learning has become an all-encompassing term that has been based largely on peoples’ intuitive understanding of the term rather than any universal definition (Bromwell & Eison, 1991). To address this issue, Bromwell and Eison (1991) defined active learning as “instructional activities involving students in doing things and thinking about what they are doing” (para. 1). However, this is still a very inclusive definition that allows for a multitude of teaching methods, ranging from pausing briefly during lectures so students can discuss their notes (Ruhl, Hughes, & Schloss, 1987) to having students physically running around, playing a game (Humphrey, 1969). Given the broad range of activities that are included under the term active learning, it is, perhaps, unsurprising that studies examining the effectiveness of active learning techniques have yielded inconsistent results. In some studies, active learning and traditional learning have been shown to yield similar outcomes (Lopata, Wallace, & Finn, 2005). In other studies, active learning has been shown to yield better outcomes than traditional learning (Humphrey, 1969; Ruhl et al., 1987; Mayer, 2004; Hammett, 2010), though different studies focus on different types of active learning. One distinction that has been made in the literature is between behavioral active learning and cognitive active learning. Behavioral active learning involves activities that engage the body, such as dancing or running around; cognitive active learning, on the other hand, involves activities that engage the mind, such as class discussions and taking notes. Unfortunately, even here, recommendations are mixed; some researchers argue for a more behaviorally active approach (Humphrey, 1969; Hammett, 2010), while others argue for a more cognitively active approach (Ruhl et al., 1987; Mayer, 2004) Because of these mixed results and because so many different types of active learning fall under Bromwell and Eison’s (1991) definition, no concrete conclusions about its success or failure as a whole can be drawn from the hodgepodge of research. Although researchers are working on what is nominally the same topic, they are not actually exploring the same phenomena at all (Michel, Cater, & Varela, 2009). Michel, Cater, and Varela (2009) explain, “Researchers and educators are free to use a plethora of activities that qualify as active learning, making the comparison of studies very difficult. It could very well be the case that only certain aspects of what educators identify as active learning actually improve learning outcomes” (p. 414). Because there are no clear conclusions about the success or failure of active learning as a whole, yet a wide array of active learning techniques are used in the classroom, it is important to discover which active learning methods do work. Rather than making claims about the general term active learning, it is necessary that the term be broken down into categories that can be studied to find out exactly which active learning methods are beneficial in the classroom. A type of active learning that embraces strengths of both behavioral active learning and cognitive active learning is hands-on learning (Korwin & Jones, 1990). Hands-on learning involves hands-on activities incorporated into the lesson that act as physical tools to help explain and teach a concept to students. For example, students learning verbs might be given a game piece that they would use to physically represent a given verb; if the verb was ‘jump,’ the students must make their game piece jump. The students are physically manipulating the game piece with their hands to learn verbs. Hands-on learning differs from the more extreme behavioral types of active learning, such as playing a game of Verb Tag, in which students must enact the given verb (e.g., jump) while trying to get away from the student that is ‘it.’ Hands-on learning also differs from simpler cognitive types of active learning, such as discussing in class what verbs are and then having students come up with their own examples of verbs.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine effectiveness of hands on activities on selected public school pupils performance. Selected primary schools in Shomolu local government area of Lagos form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain effectiveness of hands on activities on selected public school pupils performance. Selected primary schools in Shomolu local government area of Lagos. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of effectiveness of hands on activities on selected public school pupils performance.
Summary
This study was on effectiveness of hands on activities on selected public school pupils performance. Selected primary schools in Shomolu local government area of Lagos. Three objectives were raised which included: Know the level at which hands on activities as a teaching and practice method are effective in the early childhood education classroom to the learners, Enable the early childhood education teacher know the type of hands on activities to be used in teaching various subjects in early childhood education classroom, Create awareness about the impact of hands on activities in developing of the three domains of learning in the early childhood education classroom and Find solution to challenges faced by the early childhood educators and administrators concerned in using hands on activities as a method of teaching in the early childhood classroom. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from Selected primary schools in Shomolu local government area of Lagos. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
The use of hands-on activities enhanced pupils’ achievement in fraction. It also enhanced pupils’ retention than the use of conventional method. No gender disparity exists in the achievement and retention capacity of male and female mathematics pupils taught fraction using hands-on activities. This implies that hands-on activities method is very rewarding to pupils’ in-terms of achievement and retention capacity regardless of gender.
Recommendation
Based on the findings and conclusion of this study, it was recommended that since hands-on activities teaching method is found to be an effective method for improving pupils’ achievement and retention, the mathematics teacher should accept it in teaching fraction in the primary schools. Mathematics teachers-in-training should be trained on the application of hands-on activities and serving teachers should employ the use of hands-on activities in teaching to enhance pupils’ achievement and retention in fraction and other mathematics topics. Hands-on activities teaching/learning method is not gender sensitive therefore both male and female pupilss should be involved in hands-on activities to enhance their achievement and retention in fraction. Hands-on activities require that, there should be standard laboratory and sufficient instructional materials. Schools should provide good laboratory, sufficient instructional materials for pupils to carry out necessary activities in fraction through hands-on activities. Also, workshops, conferences and seminars should be organized by Ministry of Education and other school administrators on the need for hands-on activities in the teaching of fraction in order to enhance pupils’ achievement and retention.
References
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