Assessing the effects of Biology Practical Activities on Academic Performance of Senior Secondary School Students, Zambia.

Abstract

The study was designed to explore how practicals work affects the academic performance of learners in biology sciences using pre-test and post-test approach for the quasi-experimental control group (CG). A sample size of 90 students divided into two groups; (N = 45) for the experimental group (EG) taught by incorporating practicals into their learning strategy and (N = 45) for a control group (CG) taught using traditional methods. Data collection in this study was carried out through questionnaires, student pre-test and post-post. The data analysis was done using statistical instruments, such as mean, standard deviation and descriptive autonomous testing statistics of the null hypothesis at α = 0.05. From the results, the average means of EG (𝑥̅= 60 ± 12.38) and CG (𝑥̅= 49 ± 9.90) were statistically distinct (t-test; (0.00) < (α =0.05)) indicating that practical biological work substantially enhanced the learner’s performance. Also, statistical testing in the performance between boys and girls in the EG obtained a p-value (0.51) > (α=0.05), which meant that the performance was collectively enhanced. The integration of practical work in teaching biology or any science topics will, therefore, positively improve learner’s performance.