Effect of Practical Work on Senior Secondary Students’ Achievement in Physics in Katsina Metropolis, Nigeria
DOI:
https://doi.org/10.65820/ejes-8vol2-issue1-2026Keywords:
Practical-based instruction, Physics achievement, Secondary school students, Gender differencesAbstract
Purpose: This study examined the effect of practical-based instruction on senior secondary school students’ academic achievement in physics in Katsina metropolis, Nigeria. It also investigated whether gender differences exist in students’ performance when exposed to practical-based instruction.
Methodology: The study adopted a quasi-experimental design with 100 SS2 students randomly assigned to an experimental group (practical-based instruction) and a control group (lecture method). Data were collected using a 20-item Physics Achievement Test (PhysAT), administered as both pre-test and post-test. The instrument had a reliability coefficient of 0.70. Data were analysed using means, standard deviations, and an independent-samples t-test.
Results: Findings revealed a statistically significant difference in the academic achievement of students taught using practical-based instruction and those taught using lecture methods, with the experimental group performing better. However, no significant difference was found between male and female students exposed to practical-based instruction.
Novelty and Contribution: This study provides empirical evidence from Katsina metropolis on the effectiveness of practical-based instruction in improving physics achievement. It contributes to the growing body of knowledge supporting learner-centred approaches and offers context-specific data relevant for curriculum implementation in Nigerian secondary schools.
Practical and Social Implications: The findings highlight the importance of integrating structured practical activities into physics teaching to enhance students’ understanding and performance. The study also supports gender-inclusive instructional practices, suggesting that practical-based instruction promotes equal learning opportunities for both male and female students. Policymakers, educators, and curriculum planners are therefore encouraged to strengthen laboratory-based teaching to improve science education outcomes.
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Copyright (c) 2026 Attahir Tukur, Abbas Sulaiman, Suleiman Ahmad (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
This article is licensed under a Creative Commons Attribution 4.0 International License.
