Effectiveness of the activity based approach in biology teaching and learning at certificate of secondary education in Dar es Salaam region
| dc.contributor.author | Minja, Agnes | |
| dc.date.accessioned | 2020-03-02T13:03:15Z | |
| dc.date.available | 2020-03-02T13:03:15Z | |
| dc.date.issued | 2013 | |
| dc.description | Available in print form, University of Dar es Salaam at Dr. Wilbert Chagula Library(THS EAF QH315.T34M56) | en_US |
| dc.description.abstract | The study investigated the effectiveness of activity based approach in biology teaching and learning at the certificate of secondary education in Dar es Salaam region. The study was quasi- experiment where pre test- post test control group design was used. The sample of the study involved 163 students studying biology in one selected secondary school. The instrument for data collection was pre and post tests on the topic of Balance of nature. The study found out that pre test differences between the two groups Experimental and Control were not significant (t= 0.947, p= 0.345 at df(161). This shows that the two groups had similar understanding of the topic Balance of nature before the treatment. The study also found out that there was a statistical significant difference in performance after treatment (t= 3.843, p= 0.000 at df(161). The mean difference of 2.049 was statistically significant. The results showed that there was a statistical significant difference in performance after treatment and this showed that activity based approach increases students academic performance. When the results were compared on gender, the study revealed that there was no statistical significant difference in the pre test scores among males and the females in the Experimental group (t= 0.770 at p= 0.444, df(85). The results were the same as for post test scores where there was no statistical significant difference in the post test scores among males and the females in the Experimental group (t=1.185, p=0.239 at df(85). This showed that all students were involved when activity based approach was used and therefore performed equally. Also the study showed that there was no significant difference in the pre test scores among males and the females in the Control group (t= 0.389, p= 0.698 at df(74). This showed that males and the females in the control group with respect to pre test scores had similar understanding of the topic before being taught using the lecture method. The study also found out that there was a significant difference in the post test scores among males and the females in the Control groups after treatment since the calculated t value (t= 2.283, p= 0.025) at df(74). The mean difference of 8.395 was statistically significant difference. This showed that the use of the lecture method favored females than males. Basing on the findings of this study, it can be concluded that activity based approach was successful in facilitating teaching and learning science in ordinary level as compared to lecture method because it raised students’ performance in biology on the topic of Balance of nature. The study recommended that in order to ensure sustainability of the activity based approach, MoEVT, in collaboration, with other educational agencies should ensure regular evaluation of the approach to inform on its worthiness in bringing about expected changes in educational objectives. | en_US |
| dc.identifier.citation | Minja, A(2013)Effectiveness of the activity based approach in biology teaching and learning at certificate of secondary education in Dar es Salaam region, Master dissertation, University of Dr es Salaam, Dar es Salaam | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/7551 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | secondary education | en_US |
| dc.subject | biology teaching and learning | en_US |
| dc.title | Effectiveness of the activity based approach in biology teaching and learning at certificate of secondary education in Dar es Salaam region | en_US |
| dc.type | Thesis | en_US |