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

Authors : Hamza Omari MOKİWA, Elizabeth Umoh AGBENYEKU

Pages : 421-434

Doi:10.17478/jegys.529919

View : 14 | Download : 5

Publication Date : 2019-09-15

Article Type : Research Paper

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 insert ignore into journalissuearticles values(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