EXPLORING THE BENEFITS OF ACTIVITY-BASED LEARNING IN ENHANCING COGNITIVE SKILLS OF SECONDARY SCHOOL SCIENCE AND TECHNOLOGY STUDENTS IN SOUTH-SOUTH, NIGERIA
DOI:
https://doi.org/10.46827/ejes.v10i8.4917Parole chiave:
Basic Science and Technology, Activity-Based Learning (ABL), cognitive learning ability, learning outcomeAbstract
Improving the quality of Science and Technology education requires effective teaching techniques, which largely depend on the development of teachers' pedagogical skills. This study examines how the application of the Activity-Based Learning (ABL) approach influences Secondary School Science and Technology students' cognitive learning abilities. These skills are examined based on Bloom's Taxonomy, and are evaluated by their teachers. The study also investigated the teachers' ability to effectively apply the ABL approach after receiving training. The study formulated two research questions and a hypothesis; and focused on Basic Science and Technology (BST) students in three districts of the State of Akwa Ibom in South-South Nigeria. The fifty-six teachers who taught these students were trained in the ABL approach, and 308 students of 20 teachers were randomly selected to form the sample for the study. The teachers completed the "Basic Science and Technology Teachers Activity-Based Learning Evaluation Scale” (BSTTABLES) which elicited their response to items on their ability to apply the ABL approach and their evaluation of their students' cognitive learning ability as they apply the ABL approach in teaching BST subjects. Analysis of the data generated revealed that the teachers were highly able to apply the ABL approach and the students responded favorably to it, although their scarcity of resources for class activities. According to the teachers’ evaluation, their students improved in the cognitive learning outcomes of Recall, Comprehension, and Application, which were high when ABL was applied. While there was only slight improvement in the higher-order cognitive skills. The study concludes that the application of ABL leads to significant enhancement in the cognitive learning outcomes of BST students. It recommends continuous training, retraining and support of teachers to ensure the effective application of the ABL approach.
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