Kibirige, I., Department of Mathematics Science and Technology Education, University of Limpopo, South Africa; Rebecca, M.M., Department of Mathematics Science and Technology Education, University of Limpopo, South Africa; Mavhunga, F., Department of Mathematics Science and Technology Education, University of Limpopo, South Africa
The effect of practical work on learners’ performance in Science was investigated using a quasi-experimental design with preand post-tests. 60 learners (N=30) for the Experimental Group were taught using practical work while (N=30) for the Control Group were taught without practical work. Results from post post-tests show that learners from the EG outperformed those from the CG. Average mean of EG (M = 22.8, SD = 6.50) and average mean of CG (M = 11.3, SD 3.0) were statistically different (t-test = 8.63, df = 58, p < 0.05) and ANCOVA results suggest that the difference was due to the effect of practical work. A Mann-Whitney U-test show that there was no significant differences in performance between boys and girls in the EG. Findings from this study show that practical work improved learners' performance. The implication for teachers is that the use of practical work in teaching of Physical Sciences improves learners’ performance. © 2014 Mediterranean Center of Social and Educational Research. All rights reserved.
