EFFECT OF PLACE-BASED LEARNING METHODS ON STUDENTS’ ACHIEVEMENT AND INTEREST IN BASIC SCIENCE AND TECHNOLOGY IN MINNA, NIGER STATE

Abstract

The study investigated the effect of place-based learning method on students’ achievement and interest in basic science and technology. Place-based learning allows students to discover specific information by themselves before they make generalization. Six research questions and six null hypotheses guided the study. Quasi-experimental design was adopted for the study, specifically, non-equivalent control group design. The study was carried out in Minna Education Zone of Niger State. The sample for the study comprised of 80 JSS II students from two intact classes in two secondary schools in Minna Education Zone of Niger State, drawn using multi stage sampling techniques. The experimental group were taught using place-based learning method, while the control group was taught using conventional lecture method. The treatments lasted for four weeks. Two instruments were used for data collection in the study namely; Basic science and technology Achievement Test (BSTAT) and Basic science and technology Interest Inventory Scale (BSTIIS). Data collected were analyzed using mean, standard deviation and Analysis of Covariance (ANCOVA). The results revealed that place-based learning instructional method was superior to conventional instructional method in facilitating students’ achievement and interest in basic science and technology. There was no significant difference in the mean scores of male and female students in basic science and technology after the treatment, although male students performed slightly better than their female counterpart. On the test of interaction, it was revealed that mode of instruction (method) and gender had a significant ordinal interaction effect on students’ achievement and interest in basic science and technology. Place-based method was more effective than the conventional method. Based on the findings of the study, the educational implications of the findings were highlighted and the following recommendations were proffered among others: that science teachers, and science teacher educators should adopt place-based learning instructional method when teaching in order to enhance students’ achievement and interest in basic science and technology. Finally the limitations of the study and suggestions for further studies were made.