pp
pp
pp
SCHOOL
OPOKU PRINCE
BACHELOR OF EDUCATION
2024
KWAME NKRUMAH UNIVERSITY OF SCIENCE AND TECHNOLOGY
SCHOOL
OPOKU PRINCE
JULY, 2024
DECLARATIOIN
I hereby declare that this submission is my own work towards the award of
the Bachelor of Education degree and that, to the best of my knowledge, it contains
no material previously published by another person nor material that had been
accepted for the award of any other degree of the college, except where due
Certified by:
Certified by:
iii
ABSRACT
questions were formulated and addressed using action research design. The study
made use of the entire class of JHS 1 of number 39 hence the use of purposive
sampling technique. The instruments used were test and observation. Inquiry based
pupils’ performance in materials was significantly high and it was concluded that
teaching methods to suit all the learning styles of learners’ in the classroom.
iv
ACKNOWLEDMENT
With utmost pleasure thanks go the Almighty God for giving me the
strength, knowledge and wisdom for completing this study. My profound gratitude
goes to my parents Mrs. Rebecca Adjei and Mr. Kwadwo Badu as well as my sister
and her husband, Mr. and Mrs. Bekoe who supported me financially, spiritually, and
Science Department of the Akrokerri College of Education for her time, guidance
and indefatigable work in making this project successful. I also acknowledge the
effort of all teachers of St. Hubert R/C Junior High School, especially my mentors
Sir Samuel Attah-Frimpong and Sir Robert Annan Junior for their advice and
support.
Lastly, a very big thanks to my friends, family members and loved ones who
helped in diverse ways to accomplish this success. And to those who contributed in
diverse ways towards the completion of this study whose names cannot be
v
DEDICATION
I dedicate this study to my parents, Mrs. Rebecca Adjei and Mr. Kwadwo Badu.
vi
TABLE OF CONTENT
DECLARATIOIN......................................................................................................iii
ABSRACT..................................................................................................................iv
ACKNOWLEDMENT................................................................................................v
DEDICATION............................................................................................................vi
TABLE OF CONTENT.............................................................................................vii
LIST OF TABLES.......................................................................................................x
LIST OF FIGURES....................................................................................................xi
CHAPTER ONE..........................................................................................................1
INTRODUCTION.......................................................................................................1
CHAPTER TWO.........................................................................................................7
LITERATURE REVIEW............................................................................................7
vii
2.4: Activity-based Teaching Method....................................................................10
2.6: Summary.........................................................................................................14
CHAPTER THREE...................................................................................................15
METHODOLOGY....................................................................................................15
3.3: Population.......................................................................................................16
3.5.1: Observation..................................................................................................17
3.5.2: Test...............................................................................................................17
CHAPTER FOUR......................................................................................................24
4.3: Findings...........................................................................................................27
viii
CHAPTER FIVE.......................................................................................................28
5.1: Summary.........................................................................................................28
5.2: Conclusion......................................................................................................28
5.3: Recommendations...........................................................................................29
REFERENCES..........................................................................................................30
APPENDICES...........................................................................................................34
ix
LIST OF TABLES
x
LIST OF FIGURES
xi
CHAPTER ONE
INTRODUCTION
Chapter one of this study deals with the background to the study, statement
of the problem, purpose of the study, research questions, significance of the study,
delimitations of the study, limitations of the study, and organization of the study.
The world is confronted daily with issues that require a scientific way of
water and vegetation (Olasihinde & Olatoye, 2014). Olatoye (2014) opined that
equipping learners’ with certain knowledge, skills and attitudes. Science forms an
integral part of our life and it is a universal truth that development is hinged on
science. Science and technology are the backbone of social, economic, political, and
Science has changed our lives and it is vital to Ghana’s future development
The progress of every nation in science and technology begin at the basic
level of her educational system where scientific concept formation is laid. It is in the
light of this; that the general aims of the Integrated Science Curriculum for Junior
1
1. develop the spirit and curiosity, creativity, innovation and critical thinking for
2. develop skills, habits of mind and attitudes necessary for scientific inquiry.
4. use scientific concepts in explaining their own lives and the world around them.
6. develop humane and responsible attitude towards the use of all resources of
7. show concern and understanding of the independence of all living things and the
8. design activities for exploring and applying scientific ideas and concepts.
Education, 2019)
From the above stated general objectives for the teaching of Science in the
Junior High School, it is clear that in order to develop concepts of science, there is
the need to adopt a blend of teaching approaches which will generate interest and
science lessons.
Many researchers have identified the quality of science teaching and learning could
2
facilitators to fill empty classrooms, poor attitude, and interest of pupils’ among
are restricted only to duplicate what is written on the board and they are not capable
& Rana. 2019). The teaching and learning of materials (as a sub-strand in the
curriculum) is of no different.
One of the topics in Integrated Science of the JHS level is materials. One of
the content standards for learning materials in the JHS is to help students’ to
recognise materials as important resources for providing human needs. Humans need
to know how materials are and their significance in our lives. A material is a
mixture of substances that constitute an object and can be solid, liquid or gas
Materials have been with humans since ages and there is the need to teach
students’ its use and its importance so that in the future, they may make good use of
them and make our society and good place to live. A critical look at the content
understanding on materials.
result of its significance in the lives of individuals, laying the foundation for
3
studying other subjects or courses as well as its contribution towards to the
development of the nation. Unfortunately, the majority of the pupils’ in the class
find it difficult to grasp the concepts of most science topics, particularly those
science lessons at the basic level or not using teaching and learning materials to
and therefore interacts with the students’ and knowledge comes directly from the
concerned with using methods that help to extract that knowledge from students’.
Therefore the use of activity method will enable the students’ to bring out their
innate knowledge.
This difficulty in grasping the concept was further brought to light when
against this background that the study was meant to improve pupils understanding of
The purpose of this study was to investigate the effect of activity method on
4
1. What teaching method can be used to improve the pupils’ of St. Hubert R/C JHS
2 performance on materials?
While this study is expected to help pupils’ at St. Hubert R/C JHS 2 to
improve upon their performance in the subject matter it will also provide teachers
education. This will go a long way to enable teachers develop a positive attitude
will also enable stakeholders like the Ghana Education Service to emphasize the
importance of activity methods in subjects that require hands on activity. It will also
add to existing literature on the role that activity methods play in science education.
This research was restricted to only St. Hubert R/C Junior High. The focus
was on the use of activity-base method to improve the performance of the pupils’ in
JHS 2 class. This is because that is the class the researcher had the opportunity to
teach during the teaching practice. Also, it is the particular class which is devoid of
materials. There are many methods of teaching science but in this study only activity
method of teaching was used since it is appropriate method for the topic because it
5
engages learners’ in the learning process which makes the lesson learner-centred.
The study was conducted during the inter-section sports competition, which
delayed the execution of the study and affected the students’ attendance during the
intervention phase of the study. The intervention time was therefore extended to
compensate for the days lost during the inter-section sports competition.
The study is organised and presented in five chapters. Chapter one touched
on the background of the study, statement of the problem, purpose of the study,
research questions, and significance of the study, delimitation of the study and,
limitation of the study. The chapter two reviewed related literature on the study
which features the theoretical framework that lay a solid foundation of the study
three covered the methodology of the study. This describes the research design,
collection, and data analysis. Chapter four talked about of the pre-intervention
results, post-intervention results, and findings whiles the chapter five touched on the
studies.
6
CHAPTER TWO
LITERATURE REVIEW
This chapter deals with the review of literatures related to the study under the
following headings.
3. Periodic Table
The few studies that exist show that student understanding is shaped by
demonstrations and student practical work (Xu & Clarke 2012), or that that teachers
do not effectively use formative assessment (Tomanek, et al., 2008). The implication
of this statement is that teachers can leave students lacking conceptual understanding
and missing hands-on work whiles understanding is of a major focus when teaching
and learning, the teaching and learning of ‘materials’ in this study must involve the
use of methods that will enable the students to understand the concept and relate it to
7
matter. Materials can be classified on the basis of their physical or chemical
classified into liquids, solids and gases. Examples of liquids include milk, water, oil,
soup, liquor, etc. Solids include ice block, stone, rocks, chairs, etc. Gases include
oxygen gas, hydrogen gas, nitrogen gas, krypton, etc. The field of materials is
immense and diverse. Historically, it began with the emergence of man himself, and
materials gave name to the ages of civilization (World Design Organisation, 2021).
Materials science teaches us what things are made of and why they behave as
they do. According to Anand (2020), teaching about materials shows us how to
apply knowledge to make better things and to make things better. Materials
scientists and engineers integrate chemistry, physics, maths and biology with
one purchases and use are all made of materials. To select appropriate materials and
processing techniques for specific applications, you must have knowledge of the
material properties and understand how the structure affects the material properties.
advancements. The stone age, bronze age, and iron age were all significant materials
materials and the capability of the materials underlying these technologies are
integral to the current and future capabilities in these areas (Redwing, 2020).
8
2.3: Periodic Table
In studying materials, there is the need to understand the periodic table from
which the idea of materials and its understanding stems. Some materials like
ceramics and others are just combinations of different elements. Hence, there is the
need for students to study what and how the periodic table is. The effort required to
memorize the periodic table elements has resulted in numerous failures during
elementary school (for instance, valences, atomic mass, Z), whiles students did not
grasp the purpose of all those rows and columns (Zaragozá, 2021). When Mendeleev
published the Periodic Table of Elements (PTE), he arranged the chemical elements
according to the characteristics of their atoms. His work opened the door to delve
into the world of the constituent matter of absolutely everything that surrounds
their properties. The periodic table is composed of 7 rows indicating the periods and
18 columns indicating the groups (Petrucci, et al., 2010). Periodic table of the
law” which states that the chemical and physical properties of elements and their
compounds are periodic functions of the atomic weight. With the discoveries of new
fundamental concepts in elements, numerous efforts have been made to improve the
9
The periodic table of elements put all the known elements into groups with
similar properties. The periodic table contains elements, which can be grouped into
metals, non-metals and metalloids. This makes it an important tool for chemists,
nanotechnologists and other scientists. If one gets to understand the periodic table
and learn to use it, the individual will be able to predict how chemicals will behave.
Learning the periodic table also makes students understand how elements relate to
one another. The periodic table can also be used to predict the properties of every
element. The periodic table also helps students to understand how different materials
for modern students and scientists because it helps predict the types of chemical
also emphasised that the learning of the periodic table also provides all the
information you need to balance chemical reactions at a glance. The table tells each
element’s atomic number and usually its atomic weight. The typical charge of an
method of teaching through activity in which the students participate rigorously and
proved that more the senses are stimulated, more a person learns and longer he/she
retains. Sun and Zhang (2007) revealed that activity-based teaching method
10
based approach can take charge of externally driven change, rather than being
controlled by it, which has been shown to distinguish schools that are more effective
and more rapidly improving from those that are not. Activity teaching method
lessons. This means the child becomes the focus of teaching and the teacher makes
use of teaching and learning materials which stimulates the senses of students,
making them learn well and retaining most of the things taught in schools. In the
need to be provided with data and materials necessary to focus their thinking and
interaction in the lesson for the process of analysing the information. Teachers need
information.
experience and start developing their ideas about the world. They construe things
according to their own thoughts and experiences. Activity based teaching method
According to Lederman & Antik, (2013), most school system often teach the
students, making lesson notes and then evaluating the students. In this process, the
students become very “passive" while the teacher becomes "very active". Students
do not easily comprehend the lesson taught. They may easily forget the lesson taught
methods. The prerequisite for this learning should be based on doing experiments or
activities. If learner is provided the opportunity to think and solve the problems on
11
their own then the learning becomes long lasting. The important features of the
It also allows the learner to study according to his/her own ability and skills (Iqbal &
Tayyaba, 2014).
use of interactive games, problem solving, project based learning, etc. According to
allowing students to experiment using teaching and learning materials. This is now
their exploration, the students are then encouraged to express their views through
process. Most of the teaching and learning materials used in teaching include,
flashcards, model clay, overhead projectors, computer software and apps, etc.
A study by Noreen & Rana (2019) to find out the imapact or effect activity-
based method in teaching mathematics at elementary level found out that, there was
significant improvement in students mathematics score when they were taught with
12
activity-based teaching method have strong power of retention. Also, a study by a
Dawaki (2012) and Azuka (2013), identified the following examples of activity
1. Discovery approach
4. Problem-solving
5. Inquiry method
7. Demonstration method
on existing knowledge. The inquiry method requires higher-order thinking skills and
teaching and learning method. This method emphasizes knowledge related to “how”
and not “about,” which means how knowledge is acquired and not about knowledge
According to Shanmugavelu, et al. (2020), there are five aspects that need to
teaching.
13
2. Designing teaching materials
5. Evaluation.
It is believed that when these steps are followed thoroughly, the teacher is set to
achieve the aims of teaching a particular topic and also to draw out knowledge from
the students.
2.6: Summary
In short, many scholars and writers have talked about materials and how it
should be taught to children so they can easily understand the topic. They talked
ideas, and proposed teaching strategies that take these ideas into consideration. In
all, the most effective way is to use the activity method which, in return will enable
pupils to understand the concept fully and relate it to the real world. Activity-based
method of teaching involves making students take active part in the lessons by with
learning materials.
14
CHAPTER THREE
METHODOLOGY
This chapter deals with the methods used to carry out the investigation which
our work places, which for teachers; we translate into our classroom or school
that their schools operate, how they teach, and how their students learn. All research,
at its core, is for the purpose of generating new knowledge and contributing to the
explore methods of improving their pedagogy and practice. The starting place of
their inquiry stems from their pedagogy and practice, so by nature the knowledge
created from their inquiry is often contextually specific to their classroom, school, or
for example, Bleijenbergh et al., (2020) made these connections: Action research is
15
context bound and addresses real life problems. It fosters an inquiry where
Another significance of action research is that its credibility and validity of action
knowledge is measured according to whether the actions that arise from it solve
problems (workability) and increase participants’ control over their own situation.
Researchers who engage in action research generate new knowledge and beliefs
3.3: Population
The population for the study is the JHS students’ of St. Hubert R/C JHS. The
total student population of the school was 118, constituting 53 boys and 66 girls.
The sample used for the study were the JHS 2 students’ who were 36 of
which 16 were boys and 20 were girls. Students’ in JHS 2 were purposively chosen
as the sample for the study upon the realisation that they all had difficulty in
collects and records the data about the members of the population by purposely
choosing a sample from the population Denzin, et al., (2017). Purposive sampling
helps ensure that the insights gained from the research are applicable and relevant to
targeted and purposeful approach to participant selection. This method enhances the
16
representativeness, depth of understanding, efficiency, access to specific groups,
Observation and tests were the main data collection instruments used in
collecting data for the study. These data collection instruments were chosen because
3.5.1: Observation
and recording behaviors, events, or phenomena in order to gather data and gain
that may not be easily captured through other research methods. In addition,
observation also provides an opportunity for direct and firsthand data collection,
reducing potential biases or inaccuracies that may arise from relying solely on self-
strategies in the classroom during the course of teaching and learning. The
17
3.5.2: Test
often used to collect data and gather information about variables of interest. The
importance of using tests in research lies in their ability to provide standardized and
objective measurements, allowing for reliable and valid data collection (Cohen, &
Swerdlik, 2018). Test can help researchers gather quantitative data, which can be
analyzed statistically to draw conclusions and make informed decisions. They enable
tests in research allows for standardized and objective measurements, reducing bias
and increasing the reliability and validity of the data collected. Also, tests can
In the study, the test (see Appendix B) administered for the pupils consisted
of 10 test items which required the pupils to supply the correct answers based on the
concept: classification of materials into liquids, solids and gases. Any correct answer
The first one week in the school was used in observing pupils’ behaviour in
understood by pupils’. It was also to find out the teaching method used in the class
18
whether it arouses learners’ interest in the teaching and learning environment. After
pupils have been observed, test was then conducted for the class.
Hubert R/C JHS 2 pupils’ in materials. The pupils’ were guided through series of
and gravel
The teaching of each topic was divided into phases. These phases are the five
aspects or steps that need to be employed in the execution of the inquiry method of
teaching to help alleviate the perceived problem. Each week was focused on one of
In the first phase, pupils’ were made to understand the objectives set for the
19
classification of materials into liquid, solid and gas. The knowledge gained was
characteristics. Substance like water and oil were to be classified as liquids because
of their ability to flow. Those with fixed shapes such as wood, gravel and the others
were also classified as solids and oxygen which can be compress was said to be a
gas. The knowledge acquired was intended to be applied to real life situations, new
topics and other concepts like associating the position of an element in the periodic
Teaching resources that supported the teaching and learning helped to make
lesson engaging and entertaining. Materials that are readily available in the locality
were used to help establish the concept of materials classification. These materials
include; wood, water, chair, oil, oxygen, ice-cubes and gravel. The importance of
liquids, solids and gas in the life of humans was to be taught using picture chart
20
Figure 3.1: Uses of Solids, Liquids and Gases
Periodic table chart (figure 3.2) designed with colours indicating each group of
element in a particular colour was used to teach the concept of elements on the
periodic table and other aspects. Pupils’ were to identify metals, semi-metals and
what will happen when the ice-cubes are left for some time were used. This type of
questions provoked learners thinking which made them think critically to come out
with what they know and shared views or opinion about the questions asked. Pupils’
were made to states some importance of liquids and solids in the life of humans and
other close questions were asked; for instance, what is the atomic number of oxygen
which demanded only single digit answer. Learners were asked to find out some of
21
the importance of liquids and solids in the life of humans in their homes through
discussions.
In the fourth phase, pupils’ were to be taken through series of inquiry method
of teaching and other active learning processes. In the first interventional week, a
review about the topic to be learnt which was on materials was to be done. The
characteristics into liquid, solid and gas in groups. Pupils’ were to observe the
periodic table, discuss the twenty elements they see through think-pair share with
their colleagues whilst the teacher acting as a facilitator to guide learners throughout
the lesson.
The last stage relates to evaluation. The evaluation stage was meant to assess
students’ understandings, strengths and abilities on the topics learnt and provided
them with the opportunity for interaction with their teacher and fellow students’.
Questions were posed to learners to answer orally whiles other stated questions
demanded feedback in a written format. The evaluation was made to measure the
gas, importance of materials in the life of humans and the periodic table.
22
3.8: Post-Intervention Stage
After the intervention, the test was given to the pupils’ to do to ascertain the
The raw data obtained from a study is useless unless it is transformed into
information for the purpose of decision making (Couper & Emery, 2003). The data
analysis involved reducing the raw data into a manageable size, developing
summaries and applying statistical inferences. For research question one, notes were
written which entailed what was observed during lessons. However for research
question two, the data marks from pre-test and two post-test were analysed using
Statistical Package for Solutions and Services (SPSS) version 17.0. Results were
23
CHAPTER FOUR
This chapter presents the data gathered from the field. The data are presented
by frequency distribution table, mean, median and standard deviation. The data
presented are analysed critically and objective discussions and interpretations are
made based on evidence. The results and discussions are based on the research
From table 4.1, it can be seen clearly that out of total sample of 36 pupils’ used for
the study, 12 representing 33.3% ask questions in class. Fourteen pupils representing
38.9% were those who respond to questions, whilst 10 pupils representing 27.8%
partook in discussion during the course of teaching and learning. It can therefore be
inferred that the pupils’ do not frequently ask questions during teaching and learning
and this can be attributed to lack of interest and understanding of the topic which
24
may account for their low performance in science. In addition, the pupils’ do not
frequently answer questions posed by the teacher. This may support the fact that
they do not understand what is taught and hence cannot provide answers to
questions posed by the teacher. Pupils’ also did not show much involvement in
not partake or show less participation in classroom activities, it may mean they are
not interested in what is taught and they do not understand the concept being taught.
These factors – not regularly asking questions, low response to questions, less
1 4 11.1
2 6 16.7
3 8 22.2
4 6 16.7
5 8 22.2
6 0 0.0
7 2 5.6
8 0 0.0
9 0 0.0
25
10 0 0.0
Table 4.2 shows that 26 (72.2 %) of the pupils’ in class scored marks between the
ranges of 0 to 4. This indicates that the pupils’ performed poorly in the test on
materials and needed help to remediate the challenges they faced. The mean of the
students’ marks was 3.33 (Appendix D) showing that they did not perform well. The
results of the pre-test strongly attest that the pupils’ had difficulty in understanding
science topics like classification of materials into liquid, solid and gas. A study by
Sarpong et al., (2020) concluded that students’ taught with the traditional method do
not perform better than those taught with inquiry method and this is evident in the
pre-test results as the pupils’ did not do well in the pre-test confirming that method
1 0 0.0
2 0 0.0
3 0 0.0
4 3 8.3
5 3 8.3
6 6 16.7
26
7 2 5.6
8 4 11.1
9 9 25.0
10 9 25.0
From table 4.3, it can be inferred that 33 pupils representing 91.7%, had above 5
marks which is an indication that pupils understood concepts in materials when the
activity method was used. Only 3 pupils’ had below the average mark. Also, the
mean mark was 7.78 (Appendix E) which is higher and about two times the mean of
the pre-test. This clearly shows that the pupils have improved their understanding in
materials (science) when the activity method of teaching was used. The pupils’ have
showed great improvement in the understanding of materials when they were taught
with a study by Husni, (2020) who concluded in a study that group of students’ who
learned using the inquiry learning model get deeper understanding, become more
responsive, more enthusiastic, ask more questions, and are happier to find new
knowledge as compared to those who learn through lecture method. The results of
this current research is concurrent with study by Gupta, (2023). In his study, he
found out that the use of activity based teaching method makes students’ become
active and understand concepts being taught as compared to the traditional teaching
4.3: Findings
27
CHAPTER FIVE
5.1: Summary
This research was purposely done to improve students’ of St. Hubert R/C
this research. The aim of the study was to improve the performance of the students’
materials together with teaching and learning materials for 3 weeks. This made the
pupils’ have contact with real objects making learning of materials easy and fun.
5.2: Conclusion
advancement. A nation that seeks to develop must first make the teaching and
learning of science its priority and the teaching and learning of materials is of no
exception. Findings of this study revealed that every child or any person at school
going age can perform well in science provided the teacher adopts an appropriate
coupled with the use of teaching and learning materials improves students’
28
understanding of science concept, and their performance. This will make pupils’
5.3: Recommendations
derived from this study for teachers, policy makers, curriculum developers, and for
further research:
teachers should use the appropriate teaching methods and strategies when teaching
their pupils’. Science teachers are also encouraged to explore additional methods
delivery. This means teachers are to make sure that their lessons deliveries are
pupils-centred. The teacher should get the students’ involved in learning activities so
that they gain knowledge and skills gradually and develop their thinking abilities.
Getting pupils’ involved in lessons will also enable pupils’ to ask questions freely
knowledge on new and improved teaching methods to suit all the learning styles of
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33
APPENDICES
APPENDIX A
OBSERVATION GUIDE
Pupils’ Participation M F
pupils’ in class.
34
APPENDIX B
TEST
1. Tabulate the materials listed below into natural and artificial things:
Water, cooking oil, wood, carbon dioxide, table, soft drink, water vapour, chair,
Ans:
2. In a tabular form classify the substances in question 1 above as solids, liquids and
gases.
Ans:
Ans:
Ans:
5. Write the importance of the liquids you have named in question 4 above.
Ans:
35
Ans:
7. Show with the help of a sketch the arrangement of solid, liquid and gas particles.
Ans:
Ans:
9. Explain why solids have a fixed shape but liquids have no fixed shape.
Ans:
Ans:
36
APPENDIX C
LESSON PLANS
WEEK 1
37
shape.
Assessment
1. Classify the following into liquid, solid
or gas: book, smoke, sanitizer, cake,
kerosene, gravel, water vapor and oil.
38
WEEK 2
39
explain the need to preserve useful
solid materials in the environment for
life.
Assessment
Let learners search the internet, books,
parents, people in their community to
identify any household and commercial
materials and explain their uses to
humans
Phase 3: - Use peer discussion and effective
Plenary/Reflections questioning to find out from learners
(Learner And what they have learnt during the
Teacher) lesson.
40
WEEK 3
41
table.
Element Symbol
Hydrogen H
Helium He
Lithium Li
Beryllium Be
Assessment
6. What is an element?
42
APPENDIX D
STATISTICAL ANALYSES
1 4 11.1 6
2 6 16.7 12
3 8 22.2 24
4 6 16.7 24
5 8 22.2 40
6 0 0 0
7 2 5.6 14
8 0 0 0
9 0 0 0
10 0 0 0
Σfx 120
x= =
Σf 36
x=3.33
43
Table 3: Frequency Distribution Table of Post-test Scores
1 0 0 0
2 0 0 0
3 0 0 0
4 3 8.3 12
5 3 8.3 15
6 6 16.7 36
7 2 5.6 14
8 4 11.1 32
9 9 25 81
10 9 25 90
Σfx 280
x= =
Σf 36
x=7.78
44
45
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