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 (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.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
More From: Journal for the Education of Gifted Young Scientists
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.