Improving activity-based teaching of plant classification: a focus on advanced level schools in Temeke and Ilala districts, Dar es salaam

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Date
2010
Journal Title
Journal ISSN
Volume Title
Publisher
University of Dar es Salaam
Abstract
The purpose of the study was to investigate if activity- based teaching improves students' achievement. A quasi-experimental research design was used to investigate effect relationship between two variables by making one group an experimental group and other group a control group. The test (pre-test and post-test) was administered to assess the differences in achievement between the two groups. The instruments used to collect data from the field were test scores (i.e. pre-test and post-test), questionnaires and interviews. Unpaired sample t -test was used to determine if activity-based lessons improve students' achievement. The study disclosed that there was an extremely significant difference in students' post-test achievement at p- value < 0.0001.This shows that, applying activities to teaching improves students' achievement. This finding confirmed the hypothesis which states that Integration of activity-based lessons in teaching plant classification improves students' achievement; therefore treatment had positively affected students' performance on the test. From this study it is recommended that teachers have to use activity-based teaching of plant classification since it is a student centered approach and stimulate active learning by doing.
Description
Available in print form, EAF collection, Dr. Wilbert Chagula Library, class mark ( THS EAF Q182.3P47 )
Keywords
Science Experiments, Higher education, Temeke, Ilala
Citation
Peter, A ( 2010 ) Improving activity-based teaching of plant classification: a focus on advanced level schools in Temeke and Ilala districts, Dar es salaam, Masters dissertation, University of Dar es Salaam, Dar es Salaam.