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Impact of Hands-On Activities on Students’ Motivation and Achievement in Science

Thesis Info

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Author

Hussain, Munir

Program

PhD

Institute

University of the Punjab

City

Lahore

Province

Punjab

Country

Pakistan

Thesis Completing Year

2013

Thesis Completion Status

Completed

Subject

Education

Language

English

Link

http://prr.hec.gov.pk/jspui/bitstream/123456789/2696/1/3112S.pdf

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676724766791

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We are living in the era of science and technology and it has made the world a global village. Science and technology has become a prominent indicator of economic development and prosperity. Nations of the world are striving for the excellence in this field. Pakistan is a developing country and advancement in the field of science and technology is the only way that can embark upon an era of economic development and prosperity for the country. Advancement in science and technology requires revolutionary changes and improvements in teaching learning science at all levels. One of the desired changes is the use of hands-on activities in teaching and learning science. Students’ involvement in hands-on activities exposes them to vibrant connections from abstract concepts to material examples and from scientific principles to scientific applications, which contribute a lot to students’ better comprehension of the scientific knowledge and their ability to solve problems using their scientific knowledge. It has been found that hands-on activities provide enjoyment to children and develop greater enthusiasm for science in the classroom. Keeping in view the need and importance hands-on activities in science education, the present study was undertaken. This study was designed to investigate the impact of hands-on activities on 8th grade students’ motivation toward science learning and their achievement in science. The study was conducted on 342 students of two boys’ high schools and two girls’ high schools, all schools were from public sector. The sample of the study comprised of 145 male and 197 female of grade 8, of which 169(49%) were assigned as experimental group and instructed by hands-on activities, while the 173 (51%) were assigned as control group and instructed by the viii traditional method. For the study, students’ motivation toward science learning scale (SMTSL) was used to measure students’ motivation toward science learning and science achievement test developed and validated by the researcher, was used to collect the data regarding students achievement score in science. The data were analyzed by using Independent Sample t-test through SPSS. The results indicated that there was a significant difference between the means score on students’ motivation toward science learning and students’ science achievement in favour of the experimental group. Gender wise comparison showed that male students were higher on motivation toward science learning as a result of experiencing hands-on activities but the difference was small and insignificant. Moreover, the gender wise comparison on achievement score as a result of experiencing hands-on activities showed that hands-on activities are equally beneficial for both male and female students and no difference on science achievement was found therein. The results of this study are important in the context of developing countries that have limited resources to spend on science education. The study recommends that science curriculum should be more activity based and include more hands- on activities at this level and teachers should be trained effectively so that the students’ motivational level toward science learning and their achievement in science can be enhanced.
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شیخ محمد مجذوب

شیخ محمد مجذوب
یہ خبر سن کر بڑا ملال ہوا کہ عالم عرب کے ایک فاضل اور اچھے اہل قلم استاد شیخ محمد مجذوب جون ۱۹۹۹؁ء میں وفات پاگئے، اناﷲ وانا الیہ راجعون۔
وہ شام کے رہنے والے تھے۔ مگر ان کی زندگی کا زیادہ حصہ دوسری جگہوں میں بسر ہوا، عرصہ تک جامعہ اسلامیہ مدینہ منورہ میں درس و تدریس کی خدمت پر مامور رہے۔ سبکدوش ہونے کے بعد بھی مدینہ منورہ کے انوار و برکات سے متمتع ہونے کے لیے انہوں نے یہیں قیام پذیر رہنا پسند کیا۔
مجذوب صاحب کی پوری زندگی علم و دین کی خدمت و اشاعت میں گزری، تصنیف و تالیف کا شغل مدۃالعمر جاری رہا، ہندوستان کا سفر بھی کیا اور حضرت مولانا سید ابوالحسن علی ندوی مدظلہ کی دعوت پر ۱۹۸۱؁ء میں دارالعلوم ندوۃ العلماء کے طلبہ کے سامنے علمی، دینی اور دعوتی موضوعات پر کئی لکچر دیئے۔ دارالمصنفین کی عظمت و شہرت سے واقف تھے اس لیے زحمتِ سفر برداشت کر کے مولانا سعیدالرحمن الاعظمی اڈیٹر البعث الاسلامی کے ہمراہ اعظم گڑھ بھی تشریف لائے اور دو روز قیام کیا۔ کتب خانہ اور دارالمصنفین کے دوسرے شعبے دیکھ کر خوش ہوئے۔
آرام و تفریح کے خیال سے موسم گرما میں شام کے شہر لاذقیہ گئے ہوئے تھے کہ داعی اجل کا پیام آگیا والبقاء ﷲ وحدہ۔ عمر ۹۰ سال رہی ہوگی۔ اﷲ تعالیٰ علم و دین کے اس خادم کی مغفرت فرمائے۔ آمین!! (ضیاء الدین اصلاحی، ستمبر ۱۹۹۹ء)

حسین بن منصور حلاج اور ان کی صوفیانہ تعلیمات کا علمی وتحقیقی جائزہ

A Sufi poet, teacher and philosopher, Hallaj was executed on the orders of an Abbasside caliph for uttering these words, taken to mean Hallaj as claiming himself to be God. After more than a decade of imprisonment, Hallaj was eventually executed publically in Baghdad in the year 922. He is seen by many as a revolutionary writer and teacher of his time, when practices of mysticism were not meant to be shared publically. Yet he remains a controversial figure, revered by Rumi, hated by many, he was labeled an intoxicated Sufi and is still read today. After his arrest in Sūs and a lengthy period of confinement (c. 911–922) in Baghdad, al-Ḥallāj was eventually crucified and brutally tortured to death. A large crowd witnessed his execution. He is remembered to have endured gruesome torture calmly and courageously and to have uttered words of forgiveness for his accusers. In a sense, the Islāmic community (ummah) had put itself on trial, for al-Ḥallāj left behind revered writings and supporters who courageously affirmed his teachings and his experience. In subsequent Islāmic history, therefore, the life and thought of al-Ḥallāj has been a subject seldom ignored. Here we get a realistic overview about him and his teachings.

Facilitating Creative Writing Story Writing in English Using Concrete Materials

Creative writing, being an imaginary task, goes hand in hand with imagination; whereas imagination requires some means to be triggered in the first place. Thus, this case study research in the qualitative paradigm, with a strong belief in multimodality, tries to see how three dimensional concrete materials can be utilised in triggering imagination to develop imaginary stories – one genre under creative writing. With special reference to the National Curriculum for English Language 2006, Grade 6 classroom of a community-based school in Chitral, a rural context of Pakistan, served as a single entity for exploration into the phenomenon of using concrete materials as triggers to inspire creative writing. Analyses of data collected through interviews with the English teacher, focus group discussion with Grade 6 students, observations and collaborative action plan show that concrete materials do have the potential to motivate, inspire and provide raw material to activate the imagination and thus facilitate story writing. The study also finds out certain conditions which play a significant role in the process such as relaxation for the use of students’ native language to compensate for their lack of proficiency in English, treating grammatical and other linguistic errors as learning steps, teacher’s scaffolding assistance and existence of student-centred teaching.