The effects of hands-on approach versus textbook centered learning on conceptual understanding and interest in science among year four students
The purpose of this study was to determine the effects of using hands-on approach versus textbook-centered leaning on conceptual understanding and interest among year four students. The participants of this study were comprised of 90 Year Four students selected from two primary schools in rural area...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English |
| Published: |
2013
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| Online Access: | https://eprints.ums.edu.my/id/eprint/11807/1/Copy_of_mt0000000612.pdf |
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| Summary: | The purpose of this study was to determine the effects of using hands-on approach versus textbook-centered leaning on conceptual understanding and interest among year four students. The participants of this study were comprised of 90 Year Four students selected from two primary schools in rural area, district of Tenom. Quasi experimental
design was employed in this study. Thus, the experiment group was exposed to hands-on approach while the control group was exposed to textbook centered leaning. In this study, pre-and-post tests and pre-and-post questionnaires
were used to measure students' conceptual change and interest in science. The data collected were analysed with SPSS version 17.00 at α = 0.05, level of Significance.
The findings indicated that students leaning in hands-on group performed significantly better in conceptual understanding test than the students who were leaning In textbook-centered group. In addition, the data gathered through questionnaire showed hands-on approach had significantly increased students' interest in Science. As such, hands-on leaning can effectively be implemented to
improve students' performance in Science. |
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