IMPACT OF CHALLENGE-BASED LEARNING STRATEGY ON ACADEMIC ACHIEVEMENT AMONG LOW ABILITY JUNIOR SECONDARY SCHOOL BASIC SCIENCE AND TECHNOLOGY STUDENTS IN MINNA EDUCATIONAL ZONE OF NIGER STATE

Abstract

This study investigated the Effects of Challenge-based Learning Strategy on Performance among Low Ability Junior Secondary School Basic Science and Technology Students in Kano, Nigeria. Quasi Experimental pretest and posttest control group research design was adopted for data collection. Pretest was conducted on the two groups. After treatment, posttest was administered. The experimental groups were given treatment for six weeks, using challenge-based learning. While the control group was exposed to teaching for six weeks using lecture method. The population consists of 6,715 students. A sample of 120 subjects of both experimental and control groups was selected. The instrument used for data collection was Basic Science and Technology Achievement Test. Simple random sampling using balloting method involving a pick from a hat, was used. The Basic Science and Technology Achievement Test has reliability coefficient of 0.78. Four null hypotheses were stated in line with the research questions. Data collected were analyzed using t-test statistics at P ≤ 0.05 level of significance. The findings revealed that: there was a significant difference in the mean scores of experimental groups, with experimental group performing better. And there was a significant difference in the mean scores of female students. Both the male and female low ability students exposed to challenge-based learning strategy performed better when compared to their counterparts‟ low ability students exposed to lecture method. It was recommended that curriculum planner’s and Basic Science and Technology teachers to consider its suitability and in cooperate challenge-based teaching strategy for the teaching of Basic Science and Technology concepts among low ability students.