July 2014 Vol. 2 No.7

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Olatunbosun SM

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Original Research Article

Effects of a Training Programme in Hands-On Science on Pre-Service Teachers’ Classroom Practice and Students Achievement in Chemistry

Dr. Olatunbosun Segun M.

Department of Curriculum Studies, Ekiti State University, Ado-Ekiti; Tel: 08039667581

E-mail: smolatfrank@gmail.com

Accepted June 25, 2014

Abstract

The study sought to investigate the effects of a training programme in Hands-on science on pre-service teachers’ classroom practice and pupils achievement in Chemistry. The study adopted a pre-test, post-test and control group quasi-experimental design. The population consisted of all Chemistry Education students of Ekiti State University, Ado-Ekiti. The sample was made up all 14 Chemistry Education students at 300 level. The subjects were grouped into high and low abilities based on their Grade Point Average (GPA) in the B.Sc. Ed course. Four instruments were used and these are chemistry Achievement Test (CAT) (r=0.81) Questionnaire on Pre-service Teachers’ Knowledge of Hands-on (r=0.76) classroom observational schedule and course outline on Hands-on. Five hypotheses were generated and were all tested at 0.05 level of significance. The study revealed that there is an improvement on the pre-service knowledge of Hands-on approach after the training programme. The study also showed that the pre-service teachers exposed to Hands-on approach engaged students in class more than those not exposed. The findings also revealed that students taught using Hands-on approach performed better than those taught using conventional lecture method. It is therefore recommended that Hands-on approach should be used to teach Chemistry in schools for effective teaching-learning situation.

Keywords: Hands-on, lecture method, pre-service teachers, academic ability, achievement, training programme.