Hands-On Learning Motivates Students In The Science Classroom - Thesis Example

A total of 27 secondary students and 2 science teachers in an eastern-central high school in a North American country, and four student-teachers undergoing teaching practicum in different schools within the same geographical area. Descriptive research was carried out using a survey methodology. The questionnaire and the semi-structured interview guide served as the primary and secondary research instruments. Student-respondents from Grade 10 were involved by total enumeration, whereas the teachers and student-teachers were chosen through purposive sampling.

Results were analyzed using descriptive and inferential statistical measures. Findings revealed that the students were significantly more interested in the hands-on activity compared to a lecture given for the same concept. Three of the four student-teachers intend to teach science using hands-on and group activities instead of the traditional lecture. On the basis of the findings, it was suggested that students be exposed to authentic hands-on activities which promote learning, interest and motivation.

The term hands-on learning means “learning through doing” (Gardiner, 2005, para.2). Hands-on learning is used commonly in the science classroom to describe a form of learning where students investigate and develop an understanding of a scientific concept by active involvement in an activity or an experiment (Gardiner, 2005). Askell-Williams and Lawson (as cited in Brophy, 2010) reported that middle school students frequently mention hands-on activities when asked about interesting elements of lessons, together with features which satisfy their need to for independence, competence and relatedness, experiments, outdoor learning, design projects, and innovative and creative assignments.

Meanwhile, high school students enjoy classes for different reasons and tend to rate highly those related to learning, creation, flow. Learning strategies and teaching methods, classroom readings, and learning about peoples, dates, places or things are among the learning-related reasons provided by students.