Impact of activity-based teaching strategy on gifted students: A case of selected junior secondary schools in Nigeria

Abstract

The study investigates the impact of activity-based teaching strategy on gifted students' academic performance. Quantitative methods using a quasi-experimental design were used on a random sample of 330 gifted students selected from 11 junior secondary schools from Katsina Metropolis, Nigeria. A 60 items Basic Science Achievement Test (BSAT) with reliability coefficient of 0.98 was administered to 11 schools before and after the treatment and scores analyzed using t-tests. The findings revealed significant differences in the academic performance between the experimental group exposed to the activity-based teaching strategy when compared to the control group exposed to the traditional lecture method. These findings recommend schools to adopt the activity-based teaching strategy in science classroom in order to effectively commit student to mastery of the subject in both practical and theoretical terms.