ACTIVITY-BASED LEARNING METHOD OF BASIC SCIENCE AND CHILDREN WITH SPECIAL EDUCATION IN SPECIAL AND INCLUSIVE SCHOOLS IN OBIO-AKPOR LOCAL GOVERNMENT OF RIVERS STATE
ABSTRACT: This study’s aim was to examine the use of Activity-Based Learning method for the education of Special Education Needs Children in Special and Inclusive primary schools in the Obio-Akpor Local Government Area of Rivers State. Some twenty (20) Special and Inclusive primary schools’ teachers made up of 8 males and 12 females were sampled purposively. Four (4) research questions and four (4) Hypotheses guided the study. Mean, Criterion mean and t-test were used for data analysis. The results of the study showed that Basic Science teachers are positively disposed to the use of Activity-Based Learning methods in the sense that they are aware of it and prefer to use it to instruct the Special Education Needs Children. The study also showed that Basic Science teachers agreed that Activity-Based Learning is very effective when used to instruct Special Education Needs Children and that it affects learning. The study identified a lack of resources (equipment) and time as the major challenge towards the use of Activity-Based Learning methods in Special and Inclusive primary schools. The study further showed that gender does not affect teachers’ awareness, teachers’ use and problems associated with the use of Activity Based Learning methods. However, the study showed that there were significant differences between female and male teachers with respect to their attitude towards Activity-Based Learning and the problems associated with Activity-Based Learning methods.
CHAPTER ONE
1.1 Background to the Study
Children with Special Education Needs include children born with a vast array of diagnoses or disabilities. Children with special education needs may have been born with a syndrome, terminal illness, profound cognitive impairment, or serious psychiatric problems. Basic science in primary schools would be less tasking if the appropriate teaching methods are employed because Children with Special Education Needs deserve the same free, appropriate and total education that other children receive. Children with Special Education Needs need to receive systematic instruction in order to learn Basic science. Science is the center of 21st-century skills. The 21st-century learner needs to learn science and how well to adapt to community life. They should be taught using effective teaching methods like the Activity-Based Learning Method.
Activity-Based Learning is a child-centered or targeted approach to instruction. It helps children to develop self-learning skills which is important in the learning of Basic science and allows each child to study according to his or her skill(s).
‘Activity-Based Learning describes a range pedagogical approach to teaching, its core premise include the requirement that learning should be done based on doing some hands-on experiments and activities . This method of teaching (Wikimedia Foundation, 2019) and learning requires some type of tactile learning that is learning based on touching and manipulation of objects rather than the traditional paper and pencil learning that is still common in the school system. Since ABL focus mainly on the child and is one of the child-centered approach to learning. Then it should be employed in the education of special education needs children.
In Activity-Based Learning Curriculum is separated into small units, each unit is taught with a group of self-learning materials containing beautifully designed cards for teaching English, Maths, Science, Art and Social science when a child complete a group of cards, he completes a stage. Activities in each stage includes games, rhymes, drawing and songs to teach a letter, word, form a sentence, solve sums, science and art or understand a concept. The child only takes an accessory exam after completing all the stages in a subject. On a general chart stages are arranged orderly in form of a ladder and the child is aware of the stage he completed in the last lesson. This is a child friendly way of evaluation and reinforcement. If a child is absent one day, he/she continues from where he/she stops (Celce-Murcia, and Hilles. 1988).
It is very disappointing to see a special child being taught basic science with teaching methods that are not child centered in Obio/Akpor Local Government Area of Rivers state. The teaching and learning of science over the years has been centered on regurgitation of textbooks facts by science teachers without the use of the appropriate teaching methods. This has made the education of Special Needs Children tedious, boring and abstract. The education of the Special Needs children is done haphazardly (irrespective of whether a stage is completed or not) in some areas.
Basic science as the intellectual and practical activity encompassing the systematic study of the structure and behavior of the physical and natural world through observation and experiment should be taught using the appropriate method due to its complex nature.
The teaching and learning of basic science involve activities such as collection of materials, observing, recording observation and experimentation. The method of achieving these is through activity. It was the original form of science (Basic Science, Biology and Technology) when naturalist devoted their study to things as they were found in nature through different activities.
As the study of basic science becomes a necessity in primary schools, and the number of learners increases, it becomes more difficult to study basic science with original materials but with simulated materials and in a simulated environment. Basic science is practiced not just taught, therefore activity is important in the teaching and learning of basic science to pupil in their formative years.
1.2 Statement of the problem
Close study of the academic performance of Children with Special Education Needs in science in Nigeria reveals an alarming low level because they are not properly taught and this calls for urgent action from parents, teachers, administrators and makers of educational policy, as this means that children in this category end up being discriminated against and regarded as dullards who cannot learn and as a result the children themselves think that they are indeed inferior and can never amount to much in life.
This constitutes unfairness to such a child that never chose his or her birth circumstances or genetic Constitution and also contradicts the globally accepted norm that every child can learn and The Free and Appropriate Public Education Act which stipulates that “Every child deserves free and appropriate education”.
It is very disappointing that some teachers in special needs schools do not employ the use of the appropriate teaching method to teach science to special education needs children in Obio/Akpor Local Government of Rivers State. They prefer to teach not minding whether the learners (special needs children) understand the concept or not, above situation no doubt calls for solution which the researcher wants to examine.
This study, therefore, addresses the need of finding a way out of this menace by proposing the use of Activity-Based Learning (ABL) to improve rate and scope of assimilation in Special Needs Children.
1.3 Aim and Objectives of the Study
The aim of this study is to examine teachers’ use of Activity-Based Learning for the education of Special Education Needs Children.
The study specifically will focus on the following objectives:
- Ascertain teachers’ level of awareness about Activity-Based Learning.
- Determine the extent to which teachers’ use Activity-Based Learning in the classroom.
- To find out teachers’ attitude towards Activity Based Learning.
- To identify the problems associated with Activity Based Learning.
1.4 Research Questions
The following questions are formulated guide the study:
- To what extent are teachers’ aware of the Activity-Based Learning?
- To what extent do teachers’ use the Activity-Based Learning?
- What is the attitude of teachers’ towards Activity-Based Learning?
- What are the problems associated with the use of Activity-Based Learning?
1.5 Hypotheses
The study has the following hypotheses:
H01: There is no significant difference between male and female in relation to their awareness about ‘Activity-Based Learning method.
H02: There is no significant difference between male and female teachers in relation to the extent to which they use activity- based learning.
HO3: There is no significant difference between male and female teachers with respect to their attitude towards activity-based learning method.
HO4: There is no significant difference between the male and female teachers with respect to the problems associated with the use of Activity-Based Learning method.
1.6 Significance of the Study
To the Special Education Needs Children, Activity-Based Learning will benefit them as they will be motivated to learn and understand scientific concepts easily since learning will be tailored towards the learning style of each child and will affect the three learning domain (cognitive, affective and psychomotor).
The finding of the Study will help the school in making decisions on the importance of Activity-Based Learning, the reason why the result of these findings will be advantageous to the school is because the school is the centre of learning academic and non-academic activities.
The result of this studies will expose the pupils to the need of learning by doing. The result of this research will serve as material that the teacher and caregivers of Special Needs Children will find useful.
The findings will help the special Needs teachers to instruct pupil using Activity-Based Learning method as it tends to reduce stress and energy spent on explanation of an abstract phenomenon.
It will help the government to make an informed decision on the types of teaching methods to be employed in the total education of children with special education needs, and to know the amount of money that should be allotted to education in the budget. It will also help the government to set up supervisory/monitoring team to ensure that teachers implement what has been planned in the curriculum.
The authors who write books in education will greatly benefit from the findings of this research. It will serve as a proper guide to bring in Activity-Based Learning as a veritable teaching method that will enhance proper understanding of what is to be learnt.
It will also help educational policy makers administrators and curriculum planners know the various factors militating against the total education of the Special Needs Children.
The policy makers and curriculum planners will greatly benefit from the findings of this research as it will help them in the planning of the curriculum on the appropriate instructional method that should be employed for the instruction of special education needs children, how learning activities should be structured and implemented. It will also help the curriculum planners and policy makers to effectively help the teachers as teaching is only but the implementation of what has already been written in the curriculum.
Finally, this research work will serve as a blue print to educational administrators and stakeholders on ways to help the Special Needs Children assimilate well.
1.7 Scope of the Study
This study covered the Activity-Based Learning of Basic science and children with Special Education Needs in four (4) Special and Inclusive Schools (Quest Learning Center, GRA; Norwegian International School, GRA; Green Oak Schools, GRA and Shalom International School, Ada George) in Obio/Akpor Local Government Area, Rivers State. The study will concentrate on the aforementioned Special and inclusive schools considering Primary 1 to primary 6.
This study examined teachers’ use of Activity-Based Learning for the education of Special Education Needs Children and Teachers’ level of awareness of Activity-Based Learning of Basic Science. It will focus on teachers’ awareness about Activity-Based Learning method, teachers’ extent of use as well as teachers’ attitude towards Activity-Based Learning method.
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TABLE OF CONTENTS
Title page i
Certification ii
Dedication iii
Acknowledgements iv
Abstract v
Table of content vi Definition of Terms vii
CHAPTER ONE: INTRODUCTION
Background to the Study 1
Statement of the Problem 3
Aim and Objectives of the Study 4
Research Question 5
Hypotheses 5
Significance of the Study 5
Scope of the Study 7
CHAPTER TWO: LITERATURE REVIEW
Conceptual Review 8
Theoretical Review 16
Empirical Review 26
Summary of Literature Review 28
CHAPTER THREE: METHODOLOGY
Design of the study 30
Study Area 30
Population of the study 30
Sample and Sampling Technique 31
Instrument for Data Collection 31
Validity of the Instrument 31
Reliability of the Instrument 32
Method of Data Collection 32
Method of Data Analysis 32
CHAPTER FOUR: RESULTs and discussion
Data Presentation 33
Data Analysis 36
Discussion of the study 45
Summary of Findings 51
CHAPTER FIVE: SUMMARY, RECOMMENDATIONS AND CONCLUSION
Summary 52
Conclusion 53
Recommendations 54
Implication of Findings 55
References 56
DEFINITION OF TERMS
‘Activity-Based Learning: is the teaching method or strategy where learners learn by carrying out planned activities, guided and supervised by their teacher.
Basic Science: Elementary science topics taught at Primary and Junior Secondary School Level.
Children with Special Education Needs: Are children with one disability or the order that makes it impossible for them to learn well.
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