Abstract
Poor student achievement in science is a global challenge. Sustainable Development Goals 3 and 4 targeting people’s well-being and quality education as well as previous studies linking physical exercises to improved student memory and increased concentration become relevant. This study, therefore, determined the impact of physical fitness activities on students’ Basic Science achievement. The study adopted pretest, posttest, control group quasi-experimental design. Participants included 125 JS2 students from six schools in Ibadan, Oyo State, Nigeria. Instruments used were stadiometer, gymnasium mats, medicine balls, skipping ropes, cones, stopwatches, weighing scale and Achievement Test in Basic Science (r=.84). The experimental group was exposed to selected science concepts and physical fitness activities simultaneously while the control group was only taught the concepts. Data analysis employed descriptive statistics and Analysis of Covariance. Physical fitness activities had significant effect on students’ achievement (F(1,124)=347.12; P<.05). The experimental group scored higher (x̄=62.58) than control (x̄=53.76). Gender also had significant effect on achievement (F(1,124)=147.89; P<.05) with males performing better (x̄=61.04) than females (x̄=55.29). The interaction effect of treatment and gender on students’ achievement was not significant (F(1,124)=.08; P>.05). Physical fitness activities boosted students’ achievement in Basic Science. Physical fitness activities should, therefore, be implemented in schools.
Highlights
The adoption of the Sustainable Development Goals (SDGs), otherwise referred to as the Global Goals by all the United Nations Member States in 2015, is a major action plan towards eradicating extreme poverty, reinforcing our responsibilities in protecting the planet and building peaceful, healthy and prosperous societies by the year 2030 (United Nations, 2016a)
The experimental group was exposed to selected science concepts and physical fitness activities simultaneously, while the instruction in the control group revolved exclusively around concept attainment only
The treatment of Physical Fitness Exercise as adjuncts to classroom teaching served the experimental dose while the control was offered only classroom teaching without the Fitness Exercise
Summary
The adoption of the Sustainable Development Goals (SDGs), otherwise referred to as the Global Goals by all the United Nations Member States in 2015, is a major action plan towards eradicating extreme poverty, reinforcing our responsibilities in protecting the planet and building peaceful, healthy and prosperous societies by the year 2030 (United Nations, 2016a). The 17 SDGs are closely interrelated as they all recognise that an action in one area will have considerable impact in another. To this end, achieving full gender equality is tightly linked to improving health services and getting every child enrolled in school beyond the primary level and need to be tackled simultaneously. Science education is a vehicle for moving progressively towards the realization of these goals because it offers both gender group balanced opportunities for knowledge of the universe, life skills for surviving in the universe and correct disposition towards the universe
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