Libon Community College

Zone 4 Calleja St., Libon, Albay

Efficacy of hands-on activities and lecture methods on

the acquisition of knowledge and skills

CHAPTER I

Introduction

Hands-on activities let the students’ minds grow and learn based on the

experiences and the environment they are exposed to. Hands-on activities

allow children to use their senses while learning. They see, touch, and

move real objects to complete tasks. This means that letters,

numbers, shapes, colors, and more are brought to life children begin to

understand the meaning behind what they are doing.

Hands-on activities allow to show and share their knowledge in a

particular aspects or subject, it helps the students to enhance their skill and
knowledge. ELLs learn while discussing, investigating, creating, and discovering

with other students. As the students become familiar with the subject they are

learning, they begin to make decisions, requiring less teacher support and

allowing more interactive learning experiences to occur (Cooper stein & Kocevar-

Weidinger, 2004).

A hands-on activity is an instructional technique that allows participants to learn

by doing. During a hands-on activity participants are directly involved in their

learning while they are performed. (Harry and Roller 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.

Lecture method is the process of presenting the learning concepts to the

students. The teacher will be actively involved in the lecture method and students

will be passively listening to the lecture of the teachers. Lectured can present

large amounts of information. Lectured can be presented to large audiences.

Lectured allow the instructor maximum control of the learning experience.

According to (Kaur 2011) lectures are considered easier, more efficient,

and more flexible than any other teaching strategy. However, they are teacher-

centered rather than student-centered that is, the students are inactive
 participants in the learning process, they just listen and receive the instructions.

The need to pay attention to educational methods is one of the requirements of

educational systems because using new teaching methods can increase

the effectiveness of continuing education (Kazeminia et al., 2022)

Statement of the Problem:

1. What are the perception of the students on the effectiveness of hands-on

activities and lecture methods learning along:

a. Troubleshooting

b. Proper Maintenance

2. How effective is the use of hands-on activities and lecture method along:

a. Acquisition of knowledge

b. Performance of students

c. Retention

3.What strategy can be used in order to effectively acquire the skills and

knowledge required for automotive student?

4.What intervention can be proposed to develop a strategy that is aligned and

recommended in acquiring automotive skills and knowledge?

 Scope and Delimitation

The scope of the study will focus on the impact of hands on activities and

lecture method on the performance of BTVTED AT III and how it affects

their skills and knowledge

The study delimited its coverage to BTVTED AT III students in libon,

Community, College. Each of the respondents was given a questionnaire for the

researchers to identify the challenges encountered by the students in

performing troubleshooting and proper maintenance.

Significance of the Study

This study would provide new ideas on the acquisition knowledge of the

students and there will be an expansion on the current understanding of how

these skills brought a significant change in terms of efficiency and effectivity in

their performance.

Specially, this research is benefited to following:

Students. This study benefitted to the students as it served as their basis

for them to analyze the important of the hands on activities and lecture method

on the acquisition knowledge of every student.

Teachers. This study benefitted to the teachers as it served as a guiding

tool and basis that helped them in improving skill and performance. The study
also gave them the knowledge information on the effects of hands-on activities

and lecture method on the students.

Future researchers aim to advance educational practices by examining

the effectiveness of hands-on activities and lecture methods. It can guide the

development of evidence-based teaching strategies, improve knowledge

acquisition, and shape educational policies.

 THEORETICAL PARADIGM

Experiential
Experiential
Cognitive
Learning Learning Learning
Theory theory theory
(Kolb):
Efficacy of hands-on activities and lecture

methods on
Conceptual Paradigm

The acquisition of knowledge and skills

INPUT PROCESS OUTPUT

 FEEDBACK

Figure 2. Conceptual Paradigm

References
(Cooper stein & Kocevar-Weidenger, 2004) Introducton. Retrieved from

https://www.reading rockets.org/topics/comprehension/article/hands-activities

(Harry and Roller 2015) https://www.reading

rockets.org/topics/comprehension/article/hands-activities

Hands on. In the Free Dictionary. Retrieved from

https://www.thefreedictionary.com/hands-on

Knowledge. In the Free Dictionary. Retrieved from

https://www.thefreedictionary.com/knowledge

Lecture. In the free Dictionary. Com. Retrieved from

https://www.thefreedictionary.com/lecture

Maintenance. In the free Dictionary.com. Retrieved from

https://www.thefreedictionary.com/maintenance

Retention. In the free Dictionary. Com. Retrieved from

https://www.thefreedictionary.com/retention
Skill. In the free Dictionary. Com. Retrieved from https://www.thefreedictionary.com/skill

Troubleshooting. In the free Dictionary. Com. Retrieved from

https://www.thefreedictionary.com/troubleshooting
 CHAPTER II

Review of Related Studies

EFFICACY OF HANDS ON ACTIVITIES AND LECTURE METHODS ON THE

ACQUISITION OF KNOWLEDGE AND SKILLS

According to Pirttimaa et al., 2015 through hands-on activities,

students acquire knowledge, apply the taught concept, and may develop a

feasible solution to the problem.

The significance of implementing hands-on activities in the

development of students' knowledge and skills can foster a dynamic

learning-centered environmemt.

Fuad et al., 2018 found that hands-on learning motivates students

to explore and learn new information and skills while also cultivating a love

of lifetime learning.

The importance of learning by doing has already made a significant

impact on students’ education wherein it helps the students to develop

their passion in learning and their own way of learning process through the

use of their abilities and capabilities.

 Alkan (2016) pointed out that when learners are fully engaged in

hands-on activities they are likely to appreciate and learn what they are

being taught.

It emphasizes the importance of students’ engagement in

experiential process which may result to a wide range of student’s

learnings and help them to fully understand the knowledge acquired to

them.

According to Holstermann et al., 2010 stated that the thoughtfully

created hands-on activities help students become more aware of their

surroundings, spark their curiosity, and guide them through engaging

experiences.

It highlights the idea corresponds to one of the primary benefits of

hands-on activities, which is the flexibility it provides to the students.

Hands-on Activities frequently allows students to independently access

educational materials and resources, allowing them to have their progress

through the content at a pace that suits their individual learning styles and

preferences.

According to Sikandar, 2016 any relevant knowledge or

information can be considered to be experiential as it somewhat relates

either directly or indirectly to the prior experience of the individual learner.

 It emphasizes that meaningful learning may be ensured when the

concepts of learning by doing are applied to spontaneous activities that

learners engage in.

Von Stumm et al., 2011 stated that when hands-on learning

instruction is integrated into the process of learning, learners can interact

with one another, share experiences, reduce the fear of trying and develop

the inner drive (curiosity) to learning and exploration.

It highlights the advantages of acquiring experiential activities to the

development of the students’ skills. This may result to healthy environment

to the students by social interaction and improvement of their learning

capabilities. This approach has the potential to improve learners' ability to

actively engage with the knowledge they are learning, resulting in more

effective skills acquisition.

Franklin et al., 2005 assumed that working in some hands-on

activities is a way that provides more realistic and exciting experience of

the content that give improvements to the students’ education.

In essence, this study highlights that conducting hands-on activities

leads to positive motivational outcomes and improve the student learning

experience by providing greater flexibility, encouraging active

engagement, and providing on-demand access to educational content.

 According to Bates et al., 2002 learners develop values, attitudes,

knowledge and skills through active engagement in learning by doing

process that are needed to make responsible decisions and take

appropriate actions in regard to their own learning during independent

learning activities.

This has been necessary to include active learning methodologies

that entail a greater degree of involvement on the part of the student, a

greater dynamism in learning and a greater interaction with the contents.

Copperstein et al., 2004 stated while explaining the benefits of

hands-on activities, “abstract concepts become meaningful, transferable,

and retained because they are attached to performance of an activity”.

It emphasizes that when students have the opportunity to take

learning into their own hands, they become proud and motivated to

continue to grow and learn.

Haury et al., 2015 posit that hands-on learning approach involves

the child in a total learning experience which enhances the child’s ability to

think critically for a nice outcome of the knowledge or learnings they

gained.

The significance of actively implementing hands-on learning to the

students’ education will bring different outcomes as they wanted to have

by turning their knowledge and skills through experiences.

 Review of Related Literature

There is a broad acceptance (Bates & Wilson, 2002; Gorman,

1998; Kesten, 1987) that learners develop values, attitudes, knowledge

and skills needed to make responsible decisions and take appropriate

actions in regard to their own learning during independent learning

activities.

According to Merriam, 2021 hands on activities is a participatory

form of education and one of the successful way to be able for the

students to learn where in the learners carries out physical activities rather

than listening to lecture more often, it helps the students to learn by doing

and to gain a superior understanding using materials and their mind.

According to Mutmainah et al., 2019; Habib et al., 2021.

Furthermore, the author Voukelatou (2019) claims that students are the

driving force behind the learning process and that the effectiveness of

learning is influenced by the student’s “learning style” and “thinking”. While

participating in various activities, students are encouraged to think

critically and creatively, investigate, inquire, and make decisions,

according to Mutmainah et al. (2019).

According to Voukelatou (2019) claims that students are the driving force

behind the learning process and that the effectiveness of learning is

influenced by the student’s “learning style” and “thinking”. While

participating in various activities, students are encouraged to think

critically and creatively, investigate, inquire, and make decisions,

according to Mutmainah et al. (2019).

Their participation in learning opportunities for students directly results in

the development of the necessary skills and knowledge that will support

them in succeeding in their future studies (Atherton, 2009).

 References

https://www.thethinkingkid.org/post/the-importance-of-hands-on-learning?

fbclid=IwAR2tMeALYgVNxiX8LueHR3GH817m2yVv2oy4H-uB8slizRwM8Idhtoz2gJQ

https://www.frontiersin.org/articles/10.3389/feduc.2022.858631/full?fbclid=IwAR2qG-

zMI_WoU8PZUvHlk-9DH5j557DHcB6xjQIfYAsJPFdPRdKN2A2yw7A
 CHAPTER III

Research Design

This research design aims to provide a nuanced understanding of

the strengths and limitations of hands-on activities and lecture methods in

promoting knowledge and skill acquisition. The findings may inform

educational practices, curriculum development and instructional design.

Apply thematic analysis to identify recurring patterns and themes in

participant responses. Explore commonalities and differences experiences

with both hands-on activities and lecture method.

Research Method

The research method that will be used in this study is qualitative.

According to Javier & Heidi (2021), qualitative research refers to a set of

methods that are used to ascertain the meanings and experiences of

issues related to human beings and societies, rather than natural objects

in the world. Busetto et al. (2021) stated that qualitative research can be

defined as the study of the nature of phenomena and is especially

appropriate for answering questions of why something is not observed,

assessing complex multi-component interventions, and focusing on

intervention improvement. Sampling Method The researchers will use the

purposive sampling. According to Crossman (2020), purposive sampling is

a non-probability sample that is selected based on characteristics of a

population and the objective of the study. Employ purposive sampling to

ensure representation from different level of expertise and learning styles.

The researcher will utilize this sampling in order to gather the data that will

be useful in finding the most relevant respondents to the study.

Data Sources

The respondents of this study is the third year student of

Automotive technology from Libon, Community, College. The primary

source of the study will be the respondent which are the tertiary students

from the department of Automotive technology. These respondents are

chosen purposively in order to gather the data that are needed in the

study. Collect relevant artifacts or outputs from participants or output

participants, showcasing the application of knowledge and skills.

Respondents of the study The respondent of this study is the Second year

and third-year Automotive students of Libon Community College

Academic Year 2023-2024. The total number of respondents arrived was

fifty (40).
Research Instrument

The primary tool used in this study way self-administered interview.

Questionnaire presents a set of questions with his/her responses will

provide data or information to the researchers. The checklist focuses on

the perception of the students on their hands on activities and lecture

method.

Data Gathering Procedure

The data gathering process will start after the approval of the title.

Upon the approval of the research instrument, the researchers will write a

letter for a consent to conduct the study. Once the request has been

approved, the questionnaires will be given to the respondents of the study.

Conduct semi-structured interviews to gather in-depth insights into

participant experiences and implementations.

Statistical Tools For the assessment of the validity and reliability of

the study, the researchers will tally, tabulate, analyze and interpret the

information and data gathered. The data will be treated by the following:

Frequency Count

This method was use by counting the number of responses of the

respondents. Weighted Mean. The weighted mean quantifies the data and
make the interpretation more objective. The formula is given below:
Weighted Mean. The weighted mean quantifies the data and make the interpretation

more objective. The formula is given below:

TWF
WM =
N

Where: WM = Weighted Mean

F = frequency of Responses

W = Weight of category of Responses

N = Number of Respondents

The 5-point Scale and the Interpretation of Interval Scale

Table 1

Scale Interval Scale Verbal Interpretation

5 4.20-5.00 Always

4 3.40-4.19 Very Often

3 2.60-3.39 Often

2 1.80-2.59 Sometimes

1 1.00-1.79 Never
Table 2

Scale Interval Scale Verbal Interpretation

5 4.20-5.00 Always Experienced

4 3.40-4.19 Often Experienced

3 2.60-3.39 Sometimes Experienced

2 1.80-2.59 Rarely Experienced

1 1.00-1.79 Never Experienced

Reference

Rizo, Javier & Levitt, Heidi. (2021). Qualitative Research. 10.4135/9781544393858.n225.

Busetto, L., Wick, W. & Gumbinger, C. How to use and assess qualitative research

methods. Neurol. Res. Pract. 2, 14 (2020). https://doi.org/10.1186/s42466-020-00059-z

Crossman, Ashley. (2020, August 27). Understanding Purposive Sampling. Retrieved from

https://www.thoughtco.com/purposive-sampling-3026727