The Impact of Hands-On-Approach on Student Academic Performance in Basic Science and Mathematics

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The Impact of Hands-On-Approach on Student Academic Performance in Basic Science and Mathematics

Abstract

Children can learn mathematics and sciences effectively even before being exposed to formal school curriculum if basic Mathematics and Sciences concepts are communicated to them early using activity oriented (Hands-on) method of teaching. Mathematics and Science are practical and activity oriented and can best be learnt through inquiry (Okebukola in Mandor, 2002) and through intelligent manipulation of objects and symbols (Ekwueme, 2007). The study tries to ascertain the impact of Hands-on-approach on the students’ academic performance and the students’ opinion about this activity-based methodology. The general objective is to assess the impact and provide another platform for students to display their understanding of what they have learnt other than the usual written tests with memorized formulae. The activity focuses on Mensuration and Geometry (with 25% questions in each area) and separation of mixtures (pure and impure substances). This paper includes the analysis of the feedback of the pre-test and post-test scores of the students before and after the Hands-on-approach was given as well as students’ interview responses. The study showed positive improvement on both the students’ performance and participation on mathematics and basic science activities and willingness on the part of the teachers to use Hands-on-approach in communicating mathematical and scientific concepts to their students.

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