Effects of Activity-Based Strategy on Achievement and Attitude in Concept Light Waves among Secondary School Students in Kagarko Local Government, Kaduna State.

This study investigated the Effects of Activity-Based Strategy on Achievement and Attitude in concept Light Waves among Secondary School Students in Kagarko Local Government, Kaduna State. The study adopted pre-test and post-test quasi-experimental research design. The population of the study consists of all government senior secondary school class two (SSII) Physics students during the 2020/2021 academic session in Kagarko local government area of Kaduna state. A sample size of 86 (49 Male and 37 Female) students were selected from the target population using simple random sampling technique. The experimental group were exposed to Physics concept using Activity-Based Strategy while the Control group were taught using Conventional Method. Two instruments, namely Physics Achievement Test (PAT) and Physics Attitude Scale (PAS) were used for data collection and had reliability coefficient of 0.82 and 0.74 obtained by the used of Kuder-Richardson 21 (K-R 21) and Cronbach Alpha (α) respectively. Two research questions were raised with four corresponding hypotheses. These hypotheses were tested using ANCOVA at 0.05 level of significance. The findings of the study revealed that the use of Activity-Based Strategy in teaching physics concept to secondary school students enhanced students’ achievement and attitude. The study also revealed that there was no significant interaction between gender and instructional approach on students’ achievement and attitude. The study concluded that the application of Activity-Based Strategy improved students’ achievement and increased positive attitude toward Physics. The study recommended the provision of in-service training and retraining for teachers on the use of Activity-Based Strategy for teaching Physics. Keywords: Activity-Based Strategy, Achievement, Attitude, Student