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KWAME NKRUMAH UNIVERSITY OF SCIENCE AND TECHNOLOGY

THE USE OF ACTIVITY METHOD TO IMPROVE THE PERFORMANCE

OF JHS 1 PUPILS IN MATERIALS AT PATASE D/A JUNIOR HIGH

SCHOOL

OPOKU PRINCE

BACHELOR OF EDUCATION

2024
KWAME NKRUMAH UNIVERSITY OF SCIENCE AND TECHNOLOGY

THE USE OF ACTIVITY METHOD TO IMPROVE THE PERFORMANCE

OF JHS 1 PUPILS IN MATERIALS AT PATASE D/A JUNIOR HIGH

SCHOOL

OPOKU PRINCE

A project work in the Akrokerri College of Education, submitted to the Faculty


of Education Studies in partial
fulfilment of the requirements for the award of the degree of
Bachelor of Education (JHS)
in the Kwame Nkrumah University of Science and Technology

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

acknowledgement made in the text.

Opoku prince …………………… …………………

Student (5910320) signature Date

Certified by:

Amehere Koffie Joseph …………………… ………………..

Supervisor signature Date

Certified by:

Akosua Akorfa Agbosu …………………… ……………….

Head of Department signature Date

iii
ABSRACT

The study was meant to ascertain the impact of Activity-based teaching

method on pupils’ performance in materials at Patase D/A JHS. Three research

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

method of teaching was employed for a period of 3 weeks as an intervention. The

pupils’ performance in materials was significantly high and it was concluded that

activities used as the intervention - planning behavioural objective, designing

teaching materials, designing questioning strategies, designing teaching and learning

strategies and evaluation as were considered. The study recommended, in-service

training programmes or workshops should be organized by policy makers and

District Education Offices to update teachers’ knowledge on new and improved

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

morally to come this far.

Special thanks also go to my supervisor, Mrs. Emma Kofua Nsafoah of the

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

mentioned, may you all never lack in life.

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

1.1: Background to the Study...................................................................................1

1.2: Statement of the Problem..................................................................................3

1.3: Purpose of the Study.........................................................................................4

1.4: Research Questions...........................................................................................4

1.5: Significance of the Study..................................................................................5

1.6: Delimitation of the Study..................................................................................5

1.7: Limitations of the Study....................................................................................6

1.8: Organisation of the Study.................................................................................6

CHAPTER TWO.........................................................................................................7

LITERATURE REVIEW............................................................................................7

2.1: The Concept of Materials..................................................................................7

2.2: Importance of Studying Materials.....................................................................8

2.3: Periodic Table..................................................................................................8

vii
2.4: Activity-based Teaching Method....................................................................10

2.5: Inquiry Method of Teaching...........................................................................13

2.6: Summary.........................................................................................................14

CHAPTER THREE...................................................................................................15

METHODOLOGY....................................................................................................15

3.2: Research Design..............................................................................................15

3.3: Population.......................................................................................................16

3.4: Sample Size and Sampling Technique............................................................16

3.5: Research Instruments......................................................................................17

3.5.1: Observation..................................................................................................17

3.5.2: Test...............................................................................................................17

3.6: Pre-Intervention Stage.....................................................................................18

3.7: Intervention Stage...........................................................................................19

3.7.1: First Phase-Planning Behavioural Objective...............................................19

3.7.2: Second Phase-Designing Teaching Materials..............................................20

3.7.3: Third Phase-Designing Questioning Strategies...........................................21

3.7.4: Fourth Phase-Designing Teaching and Learning Strategies........................22

3.7.5: Fifth Phase-Evaluation.................................................................................22

3.8: Post-Intervention Stage...................................................................................22

3.9: Data Analysis Plan..........................................................................................23

CHAPTER FOUR......................................................................................................24

RESULTS AND DISCUSSIONS..............................................................................24

4.1: Pre-Intervention Results..................................................................................24

4.2: Post-Intervention Results................................................................................26

4.3: Findings...........................................................................................................27

viii
CHAPTER FIVE.......................................................................................................28

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS.............................28

5.1: Summary.........................................................................................................28

5.2: Conclusion......................................................................................................28

5.3: Recommendations...........................................................................................29

5.4: Suggestions for Further Studies......................................................................29

REFERENCES..........................................................................................................30

APPENDICES...........................................................................................................34

ix
LIST OF TABLES

Table 3.1: Topics and Materials for Intervention......................................................19

Table 4.1: Observation Results..................................................................................24

Table 4.2: Pre-Test Results........................................................................................25

Table 4.3: Post-Test Results......................................................................................26

x
LIST OF FIGURES

Figure 3.1: Uses of Solids, Liquids and Gases..........................................................20

Figure 3.2: Periodic Table.........................................................................................21

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.

1.1: Background to the Study

The world is confronted daily with issues that require a scientific way of

thinking for informed discussion, management and sharing of resources such as

water and vegetation (Olasihinde & Olatoye, 2014). Olatoye (2014) opined that

science education lays the foundation for work in a science-related field by

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

physical development of a country. Science is a never-ending creative process,

which serves to promote discovery and understanding. Science consists of a body of

knowledge which attempts to explain and interpret phenomena and experiences.

Science has changed our lives and it is vital to Ghana’s future development

(NaCCA, Ministry of Education, 2019).

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

High School (JHS) is designed to help pupils to:

1
1. develop the spirit and curiosity, creativity, innovation and critical thinking for

investigating and understanding their environment.

2. develop skills, habits of mind and attitudes necessary for scientific inquiry.

3. communicate scientific ideas effectively.

4. use scientific concepts in explaining their own lives and the world around them.

5. live a healthy and quality life.

6. develop humane and responsible attitude towards the use of all resources of

Ghana and elsewhere.

7. show concern and understanding of the independence of all living things and the

Earth on which they live.

8. design activities for exploring and applying scientific ideas and concepts.

9. develop skills for using technology to enhance learning.

10. Use materials in their environment in a sustainable manner (NaCCA, Ministry of

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

understanding of pupils’, thereby encouraging the pupils’ to take active part in

science lessons.

Many researchers have identified the quality of science teaching and learning could

be affected by many factors including content knowledge and pedagogical skills of

the teacher due to poor preparation, inadequate, and inappropriate instructional

materials, medium of instruction, lack of effective supervision and monitoring at

school, lack of motivation for teaching, and inadequate number of qualified

2
facilitators to fill empty classrooms, poor attitude, and interest of pupils’ among

others (Anamuah-Mensah et al., 2017)

In a conventional classroom, the learning abilities of majority of the learners’

are restricted only to duplicate what is written on the board and they are not capable

of effectively handling data through thoughts, evaluation and investigation (Noreen

& 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

physical substance that things can be made from or a material is a substance or

mixture of substances that constitute an object and can be solid, liquid or gas

(NaCCA Curriculum Science Textbook, 2022).

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

standards to be achieved by students after studying material in the Junior High

School, and students’ performance in materials has made it necessary to reconsider

an instructional method such as activity method to improve the pupils’

understanding on materials.

1.2: Statement of the Problem

Science is one of the important subjects taught in Ghanaian schools as a

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

relating to chemistry and physics. This might be as a result of method of delivering

science lessons at the basic level or not using teaching and learning materials to

teach, making lessons devoid of child-centred activities. This makes lessons to be

teacher centred. The teacher should no longer be a depository of knowledge to

students’. According to Prakash (2015), the teacher is now a facilitator of learning

and therefore interacts with the students’ and knowledge comes directly from the

students’. Therefore, if knowledge is to be obtained from students’, teachers must be

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

pupils’ were unable to successfully complete class exercises and assignments. It is

against this background that the study was meant to improve pupils understanding of

the concept of materials and their application in real life.

1.3: Purpose of the Study

The purpose of this study was to investigate the effect of activity method on

pupils’ understanding of the concept of materials in Integrated Science.

1.4: Research Questions

The following research questions guided the study:

4
1. What teaching method can be used to improve the pupils’ of St. Hubert R/C JHS

2 performance on materials?

2. What is the effect of using inquiry method in improving the understanding of

materials among pupils’ at St. Hubert R/C JHS 2?

1.5: Significance of the Study

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

the opportunity to understand the importance of activity methods in science

education. This will go a long way to enable teachers develop a positive attitude

towards the use of activity method as a means of reinforcing conceptual

understanding of materials in their students’ so they can effectively translate their

knowledge in using materials effectively. Furthermore, the findings of this study

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.

1.6: Delimitation of the Study

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

activity-based method of teaching hence leading to poor performance on the topic

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.

Also, this method of teaching helps learners’ to manipulate Teaching Learning

Resouurces (TLR’s) during teaching and learning.

1.7: Limitations of the Study

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.

1.8: Organisation of the Study

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

which include; the concept of materials, importance of studying materials, periodic

table, activity-based method of teaching, and inquiry method of teaching. Chapter

three covered the methodology of the study. This describes the research design,

population, sample size and sampling techniques, research instruments, data

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

summary of the study, conclusion, recommendations and suggestions for further

studies.

6
CHAPTER TWO

LITERATURE REVIEW

This chapter deals with the review of literatures related to the study under the

following headings.

1. The Concept of Materials

2. Importance of Studying Materials

3. Periodic Table

4. Activity-based Teaching Method

5. Inquiry Method of Teaching

2.1: The Concept of Materials

The few studies that exist show that student understanding is shaped by

ineffectual classroom discussion and ambiguities associated with teacher

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 in the classroom. If understanding of concept is the nucleus of 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

real life. Material is a substance or mixture of substance that constitutes an object

(World Design Organisation, 2021). It can be pure or impure, living or non-living

7
matter. Materials can be classified on the basis of their physical or chemical

properties, or on their geological origin or biological function. They can also be

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).

2.2: Importance of Studying Materials

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

engineering to address global challenges relevant to technology, society and the

environment. According to Redwing (2020), products, devices and components that

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.

Throughout history, material advancement has gone hand-in-hand with societal

advancements. The stone age, bronze age, and iron age were all significant materials

and societal periods in humankind’s development. It is therefore clear that the

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

people (Zaragozá, 2021).

The periodic table of elements arranges chemical elements as a function of

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

chemical elements is undoubtedly considered as one of the greatest scientific

achievements of humanity. It expresses the periodic properties of the building blocks

of nature in a concise table. Mendeleev’s periodic table is based on the “periodic

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

classes of elements and accurate determination of their chemical and physical

properties, along with the development of quantum mechanics that introduced

fundamental concepts in elements, numerous efforts have been made to improve the

periodic tables of elements (Scerri et. al, 2020).

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

behave in different situations. According to Helmenstine (2020), the table is useful

for modern students and scientists because it helps predict the types of chemical

reactions that a particular element or material is likely to participate in. Helmenstine

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

element is indicated by its group.

2.4: Activity-based Teaching Method

Activity method is a technique adopted by a teacher to emphasise his or her

method of teaching through activity in which the students participate rigorously and

bring about efficient learning experiences. It is a child-centred approach. It is a

method in which the child is actively involved in participating mentally and

physically. Learning by doing is imperative in successful learning since it is well

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

motivates students to adapt creatively to change. Students taught with an activity-

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

focuses directly on the child in acquiring knowledge through active participation in

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

process of learning, the learners experience, memorise, and understand. Students

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

to be actively involved in directing and guiding the students’ analysis of the

information.

The use of activity based method in teaching science helps students to

experience and start developing their ideas about the world. They construe things

according to their own thoughts and experiences. Activity based teaching method

helps them to construct their knowledge (Iqbal & Tayyaba, 2014).

According to Lederman & Antik, (2013), most school system often teach the

science concepts by the "telling method". This involves passing on information to

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

and this may lead to their poor performance in the subject.

Activity-based learning is based on verity of activity based teaching

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

activity-based teaching are that it is learner centered and it encourage self-learning.

It also allows the learner to study according to his/her own ability and skills (Iqbal &

Tayyaba, 2014).

Examples of activity-based method of teaching include: discovery learning,

use of interactive games, problem solving, project based learning, etc. According to

Annand (2019), the organisation of all activity-based teaching method revolves

around the following concepts: experimentation – gathering knowledge through

experience, exploration – gathering knowledge and attaining skills through active

investigation, expression – encouraging kids to express their views through visual

presentations. Hence, all activity-based teaching method are organised by first

allowing students to experiment using teaching and learning materials. This is now

followed by exploring knowledge for themselves after their experimentation. After

their exploration, the students are then encouraged to express their views through

visual presentations like graphs.

According to Lewis (2019), activity-based teaching method employs a

variety of teaching/learning materials and focuses on student interaction to learn new

concepts. He further explained that, context-specific learning materials enhance the

process. Most of the teaching and learning materials used in teaching include,

manipulatives (physical items such as blocks, marbles, globe, etc.), videos,

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

activity-based teaching method. They concluded that students taught through

12
activity-based teaching method have strong power of retention. Also, a study by a

study by Anwer (2019) concluded that activity-based teaching method enhances

students’ motivation and improves academic achievement in education.

Dawaki (2012) and Azuka (2013), identified the following examples of activity

methods that promote active learning:

1. Discovery approach

2. Use of teaching aids

3. Cooperative learning or small group learning

4. Problem-solving

5. Inquiry method

6. Project method, and

7. Demonstration method

2.5: Inquiry Method of Teaching

Inquiry method of teaching is an approach that helps students’ build their

knowledge and understanding through research and exploration of activities based

on existing knowledge. The inquiry method requires higher-order thinking skills and

critical thinking to make conclusions. The inquiry method is a student-centred

teaching and learning method. This method emphasizes knowledge related to “how”

and not “about,” which means how knowledge is acquired and not about knowledge

(Shanmugavelu, et al., 2020).

According to Shanmugavelu, et al. (2020), there are five aspects that need to

be emphasized in the planning of the inquiry method as an activity-method of

teaching.

1. Planning behavioural objective

13
2. Designing teaching materials

3. Designing questioning strategies

4. Designing teaching and learning strategies and

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

about importance of materials. Other researchers studied children’s naïve science

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

explanatory ideas, verification of scientific concepts and theories and to make

relationship between scientific concepts and theories by manipulating teaching and

learning materials.

14
CHAPTER THREE

METHODOLOGY

This chapter deals with the methods used to carry out the investigation which

include: research design, population, sampling and sampling procedure, instruments,

data collection procedure, and data analysis.

3.2: Research Design

This study is based on action research. Action research is a type of research

aimed at finding immediate and workable solutions to problems that we encounter at

our work places, which for teachers; we translate into our classroom or school

problems. Zeynep (2020) defined action research as any systematic inquiry

conducted by teachers, researchers, principals, school counselors, or other

stakeholders in the teaching-learning environment to gather information about ways

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

knowledge base of educational research. Action researchers in the classroom want to

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

community. It is important to connect action research conceptually to experience;

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

participants and researchers cogenerate knowledge through collaborative

communicative processes in which all participants’ contributions are taken seriously.

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

based on their experiences in the classroom.

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.

3.4: Sample Size and Sampling Technique

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

understanding materials. Purposive sampling technique is a sampling technique that

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

the specific context in which the research is conducted.

It plays a crucial role in action research by providing researchers with a

targeted and purposeful approach to participant selection. This method enhances the

16
representativeness, depth of understanding, efficiency, access to specific groups,

theory development, and practical implications of the research findings.

3.5: Research Instruments

Observation and tests were the main data collection instruments used in

collecting data for the study. These data collection instruments were chosen because

of the kind of data needed to answer the research questions.

3.5.1: Observation

Observation is a research instrument that involves systematically watching

and recording behaviors, events, or phenomena in order to gather data and gain

insights. It is a crucial tool in various research fields, including social sciences,

psychology, and anthropology (Creswell, (2014). Observation allows researchers to

gather data in natural settings, without the influence of artificial laboratory

conditions or self-reported information. Through observation, researchers can

capture detailed information about behaviors, interactions, and contextual factors

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-

reports or secondhand information.

An observation checklist on students’ participation in class was prepared.

This observation underpins pupils’ behavioral objectives and their questioning

strategies in the classroom during the course of teaching and learning. The

observational checklist can be found in at Appendix A.

17
3.5.2: Test

A test is a method or tool used to measure or assess a particular

characteristic, skill, or knowledge of individuals or groups. In research, tests are

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

researchers to compare and evaluate different groups or conditions, assess the

effectiveness of interventions or treatments, and measure changes over time. Using

tests in research allows for standardized and objective measurements, reducing bias

and increasing the reliability and validity of the data collected. Also, tests can

provide researchers with quantitative data that can be analyzed statistically.

Statistical analysis allows researchers to identify patterns, relationships, and trends

in the data, leading to more accurate conclusions and informed decision-making.

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

was awarded one mark making a total of 10 marks.

3.6: Pre-Intervention Stage

The first one week in the school was used in observing pupils’ behaviour in

order to get first-hand information as to how the concepts of science were

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.

3.7: Intervention Stage

Inquiry teaching method was used in improving the performance of St.

Hubert R/C JHS 2 pupils’ in materials. The pupils’ were guided through series of

activities, steps or procedures. The intervention took three weeks.

Table 3.1: Topics and Materials for Intervention

Week Topic Materials

1 Classification of materials into liquids, solids and wood, water, oxygen,

gas chair, oil, ice-cubes

and gravel

2 Importance of materials in the life of humans Charts on uses of

liquids and solids

3 Periodic Table Periodic table chart

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

the topics as shown in table 3.1.

3.7.1: First Phase-Planning Behavioural Objective

In the first phase, pupils’ were made to understand the objectives set for the

topics to be learnt in class. Pupils’ were to acquire knowledge on the concept of

19
classification of materials into liquid, solid and gas. The knowledge gained was

meant to enable them to distinguish substances by grouping them based on their

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

table to its properties and physical state of matter.

3.7.2: Second Phase-Designing Teaching Materials

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

showing daily use of liquid, solid and gas (Figure 3.1).

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

non-metals on the periodic table.

Figure 3.2: Periodic Table

3.7.3: Third Phase-Designing Questioning Strategies

Questions were meant to assess pupils learning. Open-ended questions like

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.

3.7.4: Fourth Phase-Designing Teaching and Learning Strategies

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

lessons to be taught were based on demonstration, hands on activities and discussion

as indicated in lesson plan at Appendix C. Pupils’ were to discuss about the

materials they observed and classified them based on their properties or

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.

3.7.5: Fifth Phase-Evaluation

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

progress registered by students’ on classification of materials into liquids, solids and

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

efficacy of the method.

3.9: Data Analysis Plan

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

presented as descriptive statistics as percentages and means in tables.

23
CHAPTER FOUR

RESULTS AND DISCUSSIONS

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

questions beginning with research question one.

4.1: Pre-Intervention Results

Table 4.1: Observation Results

Pupils’ Behavior Number of students Percentage Number


of Students (%)
Asking of questions 12 33.3

Responding to questions 14 38.9

Involvement in discussion 10 27.8

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

classroom activities like discussion. Activities are part of an interactive classroom

which allow pupils’ to simulate what is learnt in a realistic manner. If students’ do

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

involvement in class activities – as observed may be a contributing factor to the

students’ low performance in science.

Table 4.2: Pre-Test Results

Scores Number of students ( f ) Percentage Number


(x ) of Students (%)
0 2 5.6

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

of teaching might be the problem.

4.2: Post-Intervention Results

Table 4.3: Post-Test Results

Scores (x ) Number of students (f ) Percentage Number of


students (%)
0 0 0.0

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

materials using inquiry method of teaching (Activity-based method). This is line

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

methods, which typically involves lectures and rote memorization.

4.3: Findings

Inquiry method which is a kind of activity method of teaching can improve

pupils’ understanding of the concept of materials.The inquiry method of teaching

had great impact on pupils’ performance as compared to other teaching methods.

27
CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1: Summary

This research was purposely done to improve students’ of St. Hubert R/C

JHS 2 in understanding of materials. Thity-six pupils’ were purposivey selected for

this research. The aim of the study was to improve the performance of the students’

in understanding materials after observing that the students’ had a difficulty in

understanding the concept of materials. Action research design was used. An

intervention the inquiry method (activity-based method) of teaching and learning

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

Science plays a very important role in this world of technological

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

teaching method. The use of inquiry method of teaching (activity-based method)

coupled with the use of teaching and learning materials improves students’

28
understanding of science concept, and their performance. This will make pupils’

have interest in science hence, deepening their understanding of scientific concepts

and its related application.

5.3: Recommendations

Based on the outcome of this study, the following are recommendations

derived from this study for teachers, policy makers, curriculum developers, and for

further research:

It is recommended that in order to make pupils’ understand materials,

teachers should use the appropriate teaching methods and strategies when teaching

their pupils’. Science teachers are also encouraged to explore additional methods

and materials that will help them in the teaching of materials.

Teachers are also encouraged to actively engage pupils’ in their lessons

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

without any hesitation and fears in order to clarify their misunderstandings.

Occasionally, in-service training programmes or workshops should be

organized by policy makers and District Education Offices to update teachers

knowledge on new and improved teaching methods to suit all the learning styles of

learners’ in the classroom.

5.4: Suggestions for Further Studies

Although the employment of activity-based teaching method has been

proved to improve students’ performance in materials, it is suggested that


29
investigations be executed using other learner-centred instructional designs, such as

cooperative learning and project-based learning to determine their effects on student

academic performance in science.

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33
APPENDICES

APPENDIX A

OBSERVATION GUIDE

Pupils’ Participation M F

Number of pupils who as questions in class

Number of pupils who respond to questions

Number of pupils who partake in discussions

Where M indicates more pupils’ participation and F indicates few participation of

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,

oxygen, milk, soap, lemon juice, computer.

Ans:

2. In a tabular form classify the substances in question 1 above as solids, liquids and

gases.

Ans:

3. Identify three vocations that use solids, liquids and gases.

Ans:

4. Name and write four liquids that are important to humans.

Ans:

5. Write the importance of the liquids you have named in question 4 above.

Ans:

6. In a tabular form write two differences between

a. solids and liquids

b. liquids and gases

c. solids and gases

35
Ans:

7. Show with the help of a sketch the arrangement of solid, liquid and gas particles.

Ans:

8. Explain why gases are compressible but solids are not.

Ans:

9. Explain why solids have a fixed shape but liquids have no fixed shape.

Ans:

10. Name a liquid, solid, and a gas in your environment.

Ans:

36
APPENDIX C

LESSON PLANS

WEEK 1

Date: 22 / 02 / 2023Period: 1st Subject: Science

Time: 8:00am – 8:40am Strand: Diversity of Matter

Class: B8 Class Size: 36 Sub-Strand: Materials

Content Standard: Indicator: B8.1.1.1.1 Lesson: 1 of 4


B8.1.1.1 Classify materials into liquids, solids and
Recognize materials gases.
as important
resources for
providing human
needs.
Performance Indicator: Core Competencies:
Leaners can classify Communication and Collaboration, Critical
Materials into liquids, solids and Thinking and Problem Solving, Creativity and
gases. Innovation, Personal Development and
Leadership.
Keywords: liquid, solid, gas, vapor, gravels, wood, water, oxygen, chair, oil, ice-cubes
Phase/Duration Teacher/Pupil Activity Resources
Phase 1: Starter - Ask learners what they do before
(Preparing The coming to school.
Brain For
Learning) - Let pupils mention some of the things
they come to school with.
5 minutes
- Let pupils suggest collective name of
the things they have named.
Phase 2: Main - Let pupils go outside the classroom and
(New Learning bring out any materials they see. wood, water,
Including oxygen, chair, oil,
Assessment) - In groups of five, let pupils find out ice-cubes and
from themselves what they had from gravel
25 minutes the environment and describe them in
terms of color, texture, appearance and

37
shape.

- Give each group balloon and let them


pump air into it through their mouth.
Let them discuss why the balloon
became large.

- Let pupils’ group materials they have


into liquids, solids and gases and
present them to the whole class for
discussions.

- Let pupils discuss the differences


among liquids, solids and gases in
groups and present their findings to the
entire class.

Assessment
1. Classify the following into liquid, solid
or gas: book, smoke, sanitizer, cake,
kerosene, gravel, water vapor and oil.

2. State two difference among liquid,


solid and gas.
Phase 3: - Let pupils come out with the part of the
Plenary/Reflections lesson they understood enough and
(Learner And areas they still have challenges.
Teacher)
- Clarify the areas they have doubts and
10 minutes let pupils relate it to lives.

- Summarize the lesson and alert pupils


of the next topic to be discussed.

38
WEEK 2

Date: 27 / 02 / 2023 Period: 3rd Subject: Science

Time: 9:50am – 10:30am Strand: Diversity of Matter

Class: B8 Class Size: 36 Sub-Strand: Materials

Content Standard: Indicator: B8.1.1.1.2,3 Lesson:2,3 of 4


B8.1.1.1 Discuss the importance of specific solids,
Recognize materials liquids and gases to life
as important
resources for
providing human
needs.
Performance Indicator: Core Competencies:
Learners can identify solids in Communication and Collaboration, Critical
the environment that support the Thinking and Problem Solving, Creativity and
survival of humans Innovation, Personal Development and
Leadership, Digital Literacy.
Keywords: texture, appearance, assembled
Phase/Duration Teacher/Pupil Activity Resources
Phase 1: Starter - Using questions and answers, revise
(Preparing The with learners what was studied in the
Brain For previous lesson.
Learning)
- Share the performance indicators with
5 minutes learners.
Phase 2: Main - Guide learners to identify solids,
(New Learning liquids and gases in the environment
Including that support the survival of humans
Assessment) and other life forms.
Example: tables, water, oxygen,
25 minutes stones.

- Engage learners to name and describe


materials assembled from the
environment in terms of texture,
appearance, color, smell and shape.
Picture charts on
uses of liquids,
- Guide learners to search on the solids and gases
internet to obtain information to

39
explain the need to preserve useful
solid materials in the environment for
life.

- Model objects from solid materials


that can be useful to humans and
other life forms.

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.

10 minutes - Take feedback from learners and


summarize the lesson.

40
WEEK 3

Date: 9 / 02 / 2023 Period: 2nd Subject: Science

Time: 8:40am – 9:20am Strand: Diversity of Matter

Class: B8 Class Size: 36 Sub-Strand: Materials

Content Standard: Indicator: B8.1.1.2.1 Lesson: 4 of 4


B8.1.1.2 Demonstrate the knowledge of the orderly
Understand the arrangement of metals, non-metals and
periodic table as noble gases in the periodic table.
different elements
made up of metals
and non- metals and
noble gases
arranged in an order
Performance Indicator: Leaners Core Competencies:
can classify Communication and collaboration, Critical
Materials into liquids, solids and Thinking and Problem Solving, Creativity and
gases. Innovation, Personal Development and Leadership.
Keywords: periodic table, noble gases
Phase/Duration Teacher/Pupil Activity Resources
Phase 1: Starter - Using questions and answers, revise
(Preparing The with learners what was studied in the
Brain For previous lesson.
Learning)
- Recap to find out what learners already
5 minutes know about elements and the periodic
table.

- Share the performance indicators with


learners.
Phase 2: Main - Brainstorm to bring out the meaning of
(New Learning the term element
Including
Assessment) - Engage learners to gather different
materials from the environment and
25 minutes classify them as elements.
Periodic table
- Name and write the chemical symbol of chart
the first 20 elements in the periodic

41
table.
Element Symbol
Hydrogen H
Helium He
Lithium Li
Beryllium Be

- Guide learners to identify metals, non-


metals and noble gases in the periodic
table.

- Discuss the uses of the elements,


nitrogen (N), phosphorus (P) and
potassium (K) in crop production.

Assessment
6. What is an element?

7. Use chemical symbols to represent the


following elements; Sodium, Calcium,
Potassium, Nitrogen, Phosphorus

Phase 3: - Use peer discussion and effective


Plenary/Reflections questioning to find out from learners
(Learner And what they have learnt during the lesson.
Teacher)
- Take feedback from learners and
10 minutes summarize the lesson.

- Ask learners how the lesson will benefit


them in their daily lives.

42
APPENDIX D

STATISTICAL ANALYSES

Table 2: Frequency Distribution Table for Pre-test Scores of Students

Scores Number of students ( f ) Percentage Number fx


(x ) of students (%)
0 2 5.6 0

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

Total 36 100 120

Σfx 120
x= =
Σf 36

x=3.33

43
Table 3: Frequency Distribution Table of Post-test Scores

Scores Number of students (f ) Percentage Number of fx


(x ) students (%)
0 0 0 0

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

Total 36 100 280

Σfx 280
x= =
Σf 36

x=7.78

44
45

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