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The Impact of Hands-On-Approach on Student Academic Performance in

Basic Science and Mathematics

Article  in  Higher Education Studies · November 2015

DOI: 10.5539/hes.v5n6p47

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 Higher Education Studies; Vol. 5, No. 6; 2015
ISSN 1925-4741 E-ISSN 1925-475X
Published by Canadian Center of Science and Education

The Impact of Hands-On-Approach on Student Academic

Performance in Basic Science and Mathematics
Cecilia O. Ekwueme1, Esther E. Ekon1 & Dorothy C. Ezenwa-Nebife2
1
Dept. of Science Education, Faculty of Education, University of Calabar, Calabar, Nigeria
2
Federal Government Girls’ College, Calabar, Nigeria
Correspondence: Dr (Mrs) Cecilia O. Ekwueme, Dept. of Science Education, Faculty of Education, University of
Calabar, Calabar, UNICAL P.O. 3651, 540001, Nigeria. Tel: 234-803-724-1049. E-mail: olunwa1@yahoo.com

Received: September 20, 2015 Accepted: October 29, 2015 Online Published: November 16, 2015
doi:10.5539/hes.v5n6p47 URL: http://dx.doi.org/10.5539/hes.v5n6p47

Abstract
Children can learn mathematics and sciences effectively even before being exposed to formal school curriculum
if basic Mathematics and Sciences concepts are communicated to them early using activity oriented (Hands-on)
method of teaching. Mathematics and Science are practical and activity oriented and can best be learnt through
inquiry (Okebukola in Mandor, 2002) and through intelligent manipulation of objects and symbols (Ekwueme,
2007). The study tries to ascertain the impact of Hands-on-approach on the students’ academic performance and
the students’ opinion about this activity-based methodology. The general objective is to assess the impact and
provide another platform for students to display their understanding of what they have learnt other than the usual
written tests with memorized formulae. The activity focuses on Mensuration and Geometry (with 25% questions
in each area) and separation of mixtures (pure and impure substances). This paper includes the analysis of the
feedback of the pre-test and post-test scores of the students before and after the Hands-on-approach was given as
well as students’ interview responses. The study showed positive improvement on both the students’ performance
and participation on mathematics and basic science activities and willingness on the part of the teachers to use
Hands-on-approach in communicating mathematical and scientific concepts to their students.
Keywords: Hands-on-approach, academic performance, scientific and mathematical concepts
1. Introduction
Hands-on-approach is a method of instruction where students are guided to gain knowledge by experience. This
means giving the students the opportunity to manipulate the objects they are studying, for instance, plants,
insects, rocks, water magnetic field, scientific instruments, calculators, rulers, mathematical set, and shapes. In
fact, it is a process of doing mathematics and science where students become active participants in the classroom.
Haury and Rillero (2015) posit that hands-on learning approach involves the child in a total learning experience
which enhances the child’s ability to think critically. It is obvious therefore, that any teaching strategy that is
skilled towards this direction can be seen as an activity-oriented teaching method (Hands-on-approach).
Hands-on-approach has been proposed as a means to increase students’ academic achievement and
understanding of scientific concepts by manipulating objects which may make abstract knowledge more concrete
and clearer. Through hands-on-approach, students are able to engage in real life illustrations and observe the
effects of changes in different variables. It offers concrete illustrations of concepts. This method learner-centered
which allows the learner to see, touch and manipulate objects while learning as mathematics are more of seeing
and doing than hearing; so also with science that advocates “do it yourself”.
Obanya (2012) in his convocation lecture confirmed the above statement by adding that the average retention
rate of learning by lecture is 5% while that of practice by doing (Activity-oriented) is about 75%. It can be seen
that retention rate increases progressively with the use of more interactive and activity-oriented teaching
methods. On the contrary, Ekwueme and Meremikwu (2010) observed in their study that some teachers object to
the use of interactive activity-oriented method stating that it is time consuming and do not permit total coverage
of the syllabus. Fortunately, the new mathematics and basic science syllabus’ coverage is determined by how
much skills/knowledge students’ have acquired rather than how much of the syllabus is covered as learner
centeredness is highly advocated Obanya (2012) in his convocation lecture confirmed the above statement by

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adding that the average retention rate of learning by lecture is 5% while that of practice by doing (Activity-
oriented) is about 75%. It can be seen that retention rate increases progressively with the use of more interactive
and activity-oriented teaching methods (NERDC, 2008).
Past research work had stated from their findings that one of the major causes of students’ failure in Mathematics
and Basic science is lack of good teaching methods (Mandor, 2002; Ezema, 2004; Ekon, 2013). This study
therefore, focuses on the possible impact of Hands-on-approach on students’ academic performance in
mensuration, geometry, and separation of mixtures in Junior Secondary School Three (JSSIII).
2. Statement of the Problem
Mathematics and Science learning as the bedrock of any civilization is expected to produce individuals that are
capable of solving their problems as well as those of the society. Such an individual is expected to be
autonomous, confident and self-reliant after his graduation from school. In recent times, applicability of what
one learns in school to real life situation is very low. West African Examination Council (2007-2012) reports also
indicated that most students’ performance in mathematics and science in Senior School Certificate Examination
(SSCE) are very low and so many factors are responsible for this poor performance, of which lack of good
teaching method that involves students’ active participation is lacking.
3. Purpose of the Study
The purpose of this study is to deliberately expose the students to a designed programme that ensures their
classroom participation to about 90% of the entire classroom activity. The effect of this programmed instruction
on their Mathematics and Basic science achievement is then measured and interpreted as the potential effect of
their classroom involvement in the learning of those Mathematics and Basic science concepts.
4. Research Questions
1). Is there any significant difference in performance of students in the pre-test and post-test scores?
2). To what extent does performance of girls differ from that of the boys in the Mathematics and Basic Science
task?
3). What is the frequency of the response of the students to the use of activity-oriented method in learning
Mathematics and Basic Science?
5. Materials and Method
The main research design used for this study is quasi-experimental research design where the students were
practically drilled on the Mathematics and Basic Science task. Questionnaire items and interview were also used
to get their responses on the Hands-on-approach used. The study was carried out in a unity school and one
government school in Calabar municipality of Cross River State. The population of the students consists of all
the junior secondary three students at the two schools used. Their mid-term test scores in mathematics and Basic
Science were used to select the top 8, middle 8 and lower 8 scoring students to make up a mixed ability class in
each class for the study. Two classes of 30 students each in each school were used. This made a total of one
hundred and twenty students comprising high, average and low ability students (sixty for experimental group and
sixty for the control group). The selection is as shown in Table 1.

Table 1. Participant information for mathematics and basic science

Gender
School Group Classes Sample Size Boys (%) Girls (%)
A JSS 3A 30 20(66.7) 10(33.3)
A JSS 3B 30 12(40.0) 18(60.0)
B JSS 3C 30 15(50.0) 15(50.0)
B JSS 3D 30 18(60.0) 12(40.0)
Total 120 65 55

A written permission was obtained from the Principals of the schools since their mathematics and Basic Science
teachers were involved in teaching the sampled students using the programmed lesson note prepared by the
researchers and discussed with the mathematics and Basic Science teachers. The teachers were also involved in

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the administration of the two sets of tests to the students.

6. Instrument
Activity Oriented Test Items (AOTI) was used as the major instrument for this study. A pre-test items selected
from the topics of Geometry, Mensuration and Separation of mixtures which had been treated in the class before
were administered to all the students before the prepared programmed teaching using the Hands-on-Approach
and their scores were collected. Their teachers were also instructed on how to use the prepared lesson note on the
three topics selected for the activity. The teaching lasted for one week on the treatment group and after which the
same questions of the pre-test were administered to all the students again to observe their involvement,
performance and method of their solving those problems. Their scores were also collected. In the test items, ten
activity-oriented questions were drawn from the three topics. The setting of the questions was carefully done to
avoid ambiguity.
A questionnaire and interview items were also designed to get their response after using the activity-oriented
method. This was to get their response on the Hands-on-approach used in the study.
7. Administration and Collection
Ten item questions were administered and the maximum time for each question was six minutes to perform the
task required. Students were given guided instructions on how to manipulate the learning equipment provided by
the teachers and the researchers. Some of these instruments includes: pieces of wooden slates, thump-pegs
strings, measuring tapes, magnets, beaker, spatula, pieces of card, papers cut into units squares, scissors, among
others. The mathematics and Basic Science teachers were there to ensure that the learners adhered to the
instructions provided. At the end of one hour, the papers were collected from the students by the researchers and
assessed using the prepared marking scheme and observations made concerning the level of understanding of the
questions and difficulty level. Also the questionnaire items were immediately given to them to respond and
retrieved as soon as they finished.
8. Discussion of Results

Table 2. Independent t-test analysis of the group performance

Tests Groups N Mean SD t p-level
Experimental 60 51.41 8.33
Pre test .88 .373
Control 60 50.00 8.16
Experimental 60 60.48 10.28
Post test 6.52 .000*
Control 60 50.21 6.99
Experimental 60 9.07 3.61
Gains 4.23 .000*
Control 60 0.21 3.89

Table 2 shows that pre-test result of the experimental and control group produced a t-value of 0.88 which was
not significant at 0.05 probability level. This indicates that the experimental and control groups were equivalent
before treatment.
However, after treatment, the independent t-test result produced a t-value of 6.52, which was significant at 0.05
level. This result suggests that the experimental group performed significantly different from the control group.
The result also showed that there was a gain of 9.07 from the mean scores of the experimental group which also
confirmed that the treatment had significant influence in their performance. For the control group, the gain was
insignificant which could be attributed to the fact that they were not exposed to the treatment.

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Table 3. Students’ response on task performance questionnaire

Students’ Response
Statements
Male Female Yes (%) Male Female No (%)
1. I enjoy handling those objects used in teaching 45 60 105(87.5) 10 5 15(12.5)
Mathematics and Basic Science concepts
2. This method makes me have more interest in 58 50 108(90.0) 5 7 12(10.0)
learning Mathematics and Basic Science
3. I prefer activity-oriented method to Pen-and-paper 60 50 110(91.7) 5 5 10(8.3)
assessment
4. Activity-oriented method is the best Method of 73 35 108(90.0) 3 9 12(10.0)
finding out how well l can perform mathematics and
Basic Science tasks on the given topic
5. This method helps me get familiar with the 50 35 85(70.8) 26 9 35(29.2)
materials in my locality and their usefulness in
learning mathema-tics and Basic Science
6. The result of this performance using this method 48 42 90(75.0) 8 22 30(25.0)
tells my teacher how much l have understood the
topic taught
7. I can explain how l arrive at mathematics solution 73 30 103(85.8) 12 5 17(14.2)
with confidence

The feedbacks from students were gathered in two forms: questionnaire and interview. Table 3 above, shows
students’ responses to the questionnaire items calculated in percentage. In general, the students’ gave positive
responses. While 87.5% of the students enjoyed performing the task, only 12.5% did not; 91.7% preferred
activity-oriented method. Items 2, 3 and 4 showed high percentage which showed that the method was not only
interesting but the students believed that activity oriented task can instill interest in learning of mathematics and
Basic Science. This also agreed with the study conducted by Arif and Jasmine (2007) on performance task
assessment in mathematics.
Also, each of the researchers randomly selected six students from each of the arms and interviewed them using
the interview questions stated, to get their responses on the suitability of the method and their views on the
assessment. Their responses as gathered was presented below:
Response of Students on Interview Questions
Q1: How do you find activity-oriented method that you have just performed?
Response: It was very interesting and filled with fun as we manipulate square papers to form proofs. Rulers were
effectively used to measure lengths and the actual Pythagoras theorem derived. We were able to discuss how iron
fillings could be separated from wood particles and how other mixtures can be separated.
Q2: Can this method of assessment be included in the continuous assessment records?
Response: Yes, it should be included. Some questions in written form could be very boring but activity oriented
questions led us more to exercising the brain and manipulating these objects to come out with formulas which
we used to solve problems better than the memorized formulae.
Q3: Which method of assessment do you prefer? Activity-oriented method or Paper-and-pen assessment?
Response: I prefer activity oriented methods as it take shorter time; exposes one to the real objects to work on
unlike paper examination where one memorizes the formulae to solve a given problem.
Generally, all the students agreed that the method is very interesting and makes mathematics and Basic Science
more real and draws home some of the concepts and theorems that they know only by memorization.
On the part of the teachers, they welcomed the method but complained that the method is time consuming on

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their part to prepare these materials for each class. The Basic Science teachers also added that getting enough
apparatus for all the students for the impact to be felt will be very difficult for them.
9. Conclusion
It is obvious from the result of the analyses done that the activity oriented method has exposed both the teachers
and the students to alternative assessment performance task. Students had the opportunity to exhibit their
knowledge and skillfully ability. Teachers also confessed that they benefited a lot from the task and this has also
triggered them to exploring other various ways of assessing their students for meaningful acquisition of
mathematical and scientific knowledge.
10. Recommendation
Though implementation of the activity oriented task is challenging and so teachers need to be convinced as it is
not as easily administered as the paper-and-pen type of assessment. Incentives should be given to the
Mathematics and Science teachers to spur them up on the use of this method because they need to be encouraged
apart from convincing them.
School administrators should also be encouraged by the government to provide the necessary equipment and
materials to actualize this task effectively bearing in mind the number of students involved.
Finally, from this study, it has been shown that it is possible to explore alternatives as this has enhanced the
performance of students in the said task and exposed them to real materials used in learning scientific concepts.
This has given birth to a new dimension to teaching less and learning more.
References
Arif, H., & Jasmine, L. S. H. (2007). Performance Task Assessment in Mathematics: A primary school
experience. Proceedings: EARCOME 4: 4th East Asia Regional Conference on Mathematics Education (pp.
128-134). Penang, Malaysia.
Ekon, E. E. (2013). Effect of Five-steps Conceptual Change instructional Model on Students’ perception of their
Psychosocial Learning Environment (Unpublished doctoral dissertation). Faculty of Education, University
of Nigeria, Nsukka.
Ekwueme, C. O. (2007). Mathematics is fun and for everyone (p. 25). Bachudo Science Press, Calabar.
Ekwueme, C. O., & Meremikwu, A. (2010). The use of calculator in Teaching Calculations in logarithms in
secondary schools. Journal of Issues on mathematics, 13, 117-118.
Ekwueme, C. O., Meremikwu, A., & Uka, N. K. (2012). The National Mathematics Curriculum for Basic
Education Programme (BEP) and the Millennium Development Goals for Mathematics teachers in Cross
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Ezema, H. C. U. (2004). Effective Science and Computer Education. Abuja Farray Digital Prints, Garki, Abuja.
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