Abstract:
In the scope of this study, the focus was geared towards evaluating the impact handson
activities have on the students‘ performances on selected topics in biology. An
Action research was selected as the research design for the study with the inclusion of
a quantitative and qualitative study as its research design. The study chose Queen of
Peace Senior High School as its study area. A total of 45 students together with 9
teachers were adopted as the sample for the study using a convenient sampling
method. With intense data collection procedure which use achievement tests and
questionnaire for students and teachers respectively, the study outlined that hands-on
activities have a significant impact on the academic performances of students. The
study used t-test, mean and standard deviation as statistical tools to answer the
research questions. This means that, the low performances of students in biology in
some parts of the country can be significantly attributed to their lack of participation
in hands-on activities. More so, the study achieved a positive attitude of students
towards hands-on activities as compared to theory based class. Also, the study
identified that through the introduction of Hands-on activities, the acquisition of
process skills by students improved significantly as compared to when they were
taught abstractly. More so, teachers outlined, inadequate funds, delay in the release of
funds, non-existence of laboratory technicians and assistance as well as lack of
knowledge to operate sophisticated laboratory equipment as the main challenges that
obstruct the implementation of hands-on activities in the sampled school. This in
contrast to other studies illustrate that, the case is the same across the country. In view
of this, the study recommends that further research must be conducted on the impact
of facilitators‘ knowledge on the conduct of hands-on work.
Description:
A Thesis in the Department of Biology Education,
Faculty of Science Education, Submitted to the School
of Graduate Studies in partial fulfilment of
the requirements for the award of the degree of
Master of Philosophy
(Biology Education)
in the University of Education, Winneba
JANUARY, 2022