Practical-Based Instruction And Integrated Science Achievement Among Junior Secondary Students In Bo City, Sierra Leone: A Quasi-Experimental Study

Abstract

This study examined the effect of practical-based instruction on students’ academic performance in Integrated Science in selected junior secondary schools in Bo City, Sierra Leone. A quantitative quasi-experimental pre-test–post-test non-equivalent control-group design was adopted. The sample comprised 225 JSS II and JSS III students and 10 Integrated Science teachers from six selected schools. The practical-based group consisted of 113 students, while the conventional-instruction group consisted of 112 students. Data were collected using the Integrated Science Achievement Test, Practical-Based Instruction Observation Checklist, and Teacher Lesson Implementation and Attendance Record. Descriptive statistics, independent-samples t-tests, gain-score analysis, and ANCOVA were used for analysis. The findings showed no significant baseline difference between the groups, t(223) = -0.06, p = .951. However, the practical-based group achieved a higher post-test mean score (M = 26.50, SD = 6.69) than the conventional group (M = 19.38, SD = 6.44), t(223) = 8.13, p < .001. Gain scores also favoured practical-based instruction. ANCOVA confirmed a significant instructional effect after controlling for pre-test achievement, F(1, 222) = 189.15, p < .001. The study concluded that practical-based instruction significantly improved students’ Integrated Science achievement.