Effect of guided practical activities on learners’process skills acquisition and academic performance in selected topics in electricity

Abstract

This study examined the impact of guided practical activities on the development of science process skills, conceptual understanding, attitudes, and academic achievement in selected electricity topics among Form Two science students at Winneba Senior High School in the Effutu Municipality of Ghana. The research adopted an action research design and involved a purposively selected sample of fifty (50) physics students. Data were gathered through pre- and post-intervention achievement tests, observation checklists, and structured Likert-scale questionnaires. Results from the pre-intervention phase indicated that students demonstrated low to moderate academic performance and limited proficiency in key science process skills, including experimental setup, precise measurement, graph construction, data analysis, and interpretation of findings. To address these deficiencies, guided practical activities were implemented over a six-week period, during which students participated in systematically structured, hands-on laboratory exercises under teacher supervision. Post-intervention findings revealed marked improvement in academic performance, with the mean post-test score increasing to 6.90, reflecting a 68.31% gain relative to the pre-intervention results. Substantial enhancements were also observed in science process skills, including apparatus setup (96%), accurate measurement (98%), graph plotting (94%), appropriate scale selection (90%), and interpretation of results (96%). Additionally, students reported more positive attitudes toward physics, evidenced by increased motivation (M = 4.54), improved confidence in undertaking assessments (M = 2.98), greater classroom engagement, and stronger recognition of the subject’s educational relevance (M = 4.38). Learners further demonstrated improved conceptual understanding and an enhanced capacity to apply electricity-related concepts to practical, real-world contexts. The study concludes that guided practical activities constitute an effective pedagogical strategy for enhancing students’ academic achievement, inquiry competencies, and attitudes toward physics. It is therefore recommended that such activities be systematically incorporated into physics instruction, supported by well-equipped laboratory facilities and sustained professional development initiatives for teachers.