Abstract

THE EFFECT OF HANDS-ON ACTIVITIES ON PRIMARY SCHOOL PUPILS? ACHIEVEMENT AND RETENTION IN FRACTION

Kehinde, Michael Adeyinka,1 Saddiq, Khalid2 and Sabitu, Kamoru Abiodun

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The study examined the effect of hands-on activities on mathematics pupils? achievement and retention in fraction in Afijio Local Government Area of Oyo State, Nigeria. The study adopted quasi-experimental research design. The instrument used for data collection was Fraction Achievement Test (FAT) with the reliability coefficient of 0.89 using Pearson R. coefficient. The target population of this study was all the basic five pupils in Oyo State. A sample of 290 basic five pupils comprising 158 males and 132 females selected from eight schools within the Local Government Area under study using multi-stage sampling techniques. Four null hypotheses guided the study. The research hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). The study revealed that there is a significant difference between hands-on activities and conventional methods of teaching in favour of hands-on activities, there is significant difference in the mean retention scores between the pupils taught fraction using hands-on activities and those taught with conventional method in favour of hands-on activities, there is no significant difference between the mean achievement of male and female pupils taught fraction using hands-on activities and there is no significant difference between the mean retention scores of male and female pupils taught fraction using hands-on activities. Based on the findings, it was recommended among others that pre-service mathematics teachers should be trained on the use of hands-on activities and serving teachers should use it. Keywords: Hands-On, Activities, Achievement, Retention and Fraction.

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