

































 
 

Impact of Hands-On Activities on Students’ Academic 
Achievement in Science and Technical Education in College of 

Education, Ikere-Ekiti, Ekiti State, Nigeria 
 

 

 

 

 
1Adebisi  O. AWODUN (Ph.D)   &  2Edward O.OSUNTUYI (Ph.D) 

 

1Department of Science Education, Bamidele Olumilua University of Education, Science 
and Technology, Ikere-Ekiti, Ekiti State, Nigeria. 1E-mail: bisawoideas@yahoo.com 
2Department of Industrial Technology Education, Bamidele Olumilua University of 
Education, Science and Technology, Ikere-Ekiti, Ekiti State, Nigeria.  
E-Mail: osunkenny@yahoo.com   ,   Phone No: +2349064088155 

 

 

 

 

Abstract 

This study investigated the Impact of Hands-On Activities on Students’ Academic 
Achievement in Science and Technical Education in College of Education, Ikere-Ekiti, Ekiti 
State, Nigeria. The study adopted descriptive survey research method. The target population 
for the study was all the science subject combinations and technical Education Students of 
College of Education, Ikere Ekiti, Ekiti State, Nigeria. A sample of one hundred NCE students 
was selected for the study. The only instrument used for data collection was a structured 
questionnaire. 100 copies of the questionnaire were administered on the NCE Science 
subjects combination and Technical Education Students.  Frequency and simple percentage 
were used to analyse the demographic data of the respondents collected from the 
questionnaire while the hypotheses were tested using Pearson Correlation Analysis. It was 
concluded that hands-on activities has strong impact on classroom concentration of science 
and technical Education Student of College of Education Students, hands-on activities 
influenced and catalysed knowledge retention of science and technical education students, 
hands-on activities had impact on creativity ability of of science and technical education 
students, and hands-on activities enhanced and improved problem solving skills of science 
and technical education students. Based of the findings, appropriate recommendations were 
made.  
Keywords: Hands-On, Academic Achievement, Science,  Technical Education 
 
 
 

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mailto:osunkenny@yahoo.com


 
 

Introduction 
 Education has made man useful to himself, his generation, his society and the whole 
existence of mankind. Education can be described as an agent of development. It is highly 
valued by every nations of the world since it initiates total liberation to man. Education has 
transformed the nature of man from being ignorant and expression of unhappiness to great 
level of knowledge and happiness. Through education, individual is able to develop in terms 
of physical, mental, moral, spiritual and emotional being by providing suitable environment, 
teaching him new knowledge, attitudes and skills that will enable him to be useful to himself 
and his society. The implication of this is that education strengthens every learner to be able 
to move up to the educational ladder and to the zenith of academic attainment through a good 
foundation of education. 
 Education in Nigeria is divided into three major level which are primary, secondary 
and tertiary institution. Meanwhile, it is one step before another and the most very vital, 
essential and foundational base of education is primary school education. The school is an 
organization where everything: lessons, tasks are planned. Moving from the curriculum to the 
classroom is a structure-process scenario in which it is admissible that nothing is so carefully 
planned that everything and every moment go exactly according to plan. The unexpected or 
surprising occurrences should lead to exploration and innovation in spite of earlier plans and 
improvisations.  

Hands-on activities can be described as a method of instruction in which learners are 
guided or directed to gain knowledge through experience. This implies that it is kind of 
teaching and learning process in which the primary school pupils have the opportunity to 
manipulate the objects they are studying or being used for learning, for instance, plants, 
water, rulers, shapes among others. The hand-on activities is a process of learning by doing 
and pupils become active participants in the classroom teaching and learning activities. 
According to Haury & Rillero (2015), hands-on activities involves the College of Education 
students in a total learning experience that gives the opportunity to learn base on his or her 
ability and to make use of his or her ability to think critically. Hands-on learning through 
activities is a form of education in which students learn by doing, instead of simply listening 
to a teacher or instructor lecture about a given subject. The pupils engages with the subject 
matter to solve a problem. 
 Teaching and learning experiences that take place within the confines of the 
classroom walls have a range of benefits for both learners and instructors. When students are 
asked to put into practice in the real world what they are being taught by teacher, the result is 
a learner-centric learning experience that enhances learning and fosters personal and social 
development. However, College of education students that engage in learning experiences 
within the classroom with more of activities based learning are likely have higher levels of 
motivation to learning, recall what they have learnt more vividly, and have improved 
academic performance in the class (Ryan & Deci, 2017).   
 According to Hussain & Akhtar (2013), creativity and higher order learning may be 
achieved by the use of hands-on activities which will eventually lead to achieve the aforesaid 
objectives of College of Education. Since, College of education is designed to build the 
foundational education of students towards the advance educational aspiration, there is need 
for more of hands-on activities teaching process that can stimulate, motivate and enhance 
pupils’ school readiness for optimizing potential for effective academic performance. Barring 
severe shyness or anxiety, hands-on activities is uniquely positioned to support or elevate any 
type of learner. Everyone has their own specific needs when it comes to their personal 
learning style. Pupils that prefer to listen to their lesson can hear the instructor as they follow 
along, and those that do well with visuals can watch the instructor, duplicating his or her 
steps after they are finished. Rather than a learning style alone, hands-on learning should be a 

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functional part of every lesson plan, if only to familiarize students with the models and 
materials they will use later in either secondary school, professional and advance educational 
progress. 
 Especially at the primary level these activities may prove an effective supplement for 
the teachers. It is obvious therefore, that any teaching strategy that is skilled towards this 
direction can be seen as an activity-oriented teaching method (Hands-on activities). Hands-on 
activities have been proposed as a means to increase students’ academic achievement and 
understanding of some concepts that could be looking abstract to the pupils through 
manipulation of objects which may make abstract knowledge more concrete and clearer. 
Through hands-on activities, students are able to engage in real life illustrations and observe 
the effects of changes in different variables. It offers concrete illustrations of lesson and 
ideas. This method is learner-centered in nature which gives the primary school pupils the 
opportunity to see, touch and manipulate objects while learning “do it yourself”. 
 According to Adirika (2014), while learners can score high or low in tests, it may be 
difficult to predict what their skills, knowledge, motivation, and goal outcomes are. It would 
not be very easy to correctly predict what the learners will know, want to do next, what their 
goals, dreams and ambitions will be or even where their learning may take them. All 
education does, to this extent, is to successfully make the behavioural outcomes of students 
unpredictable. This stance may not go down well with standards of accountability, testing, 
and measurement advocates who want everything to be predictable, testable and precise. 
Meanwhile, evaluation process is not complete if all learners are expected of to achieve is 
based on score and not about manipulation skills, skills acquisition, transfer of knowledge 
which leads to academic performance. 
 Beyond simply to better engagement, hands-on activities allows pupils to practice the 
skills or learned information can attest to, the more practice they get. Children by their nature 
like exploiting their environment and always want to see for themselves what they can 
receive in terms of learning and knowledge gained. Hands-on activities are not a new concept 
or method of teaching in secondary schools but it is not pronounceable in primary school 
education system. The researcher was of opinion that many primary school teachers will not 
want to make use of this teaching approach as they will feel that it is time wasting 
considering the number of pupils they have to attend to at a time, the age of the pupils and 
learners’ individual differences. Meanwhile, if hands-on activities are adopted as teaching 
approach among College of Education students, the benefits are numerous such include 
alternative way of learning (changing learning from abstract to concrete), encourages self-
learning, make learning real, enhance creativity, and above all leads to improved academic 
performance of students in school subject. Thus, if a beautiful and resources approach like 
this is not being used among College of Education science and technical students, then the 
pupils would have been denied the access to good level of academic exposure and the 
capacities to have good academic performance.  
 Hence, this study investigated the impact of hands-on activities on Science and 
Technical Education students’ academic achievement of Science and Technical Education of 
College of Education, Ikere-Ekiti, Ekiti State students. 
 
 
 
 
 
 
 
 

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Research Hypotheses 
 These formulated null hypotheses were tested in this study: 

1. There is no significant impact of hands-on activities on lecture room concentration of 
Science and Technical Education in College of Education, Ikere-Ekiti. 

2. There is no significant impact of hands-on activities on knowledge retention of  
Science and Technical Education in College of Education, Ikere-Ekiti. 

3. There is no significant impact of hands-on activities on creativity ability of Science 
and Technical Education in College of Education, Ikere-Ekiti. 

4. There is no significant effect of hands-on activities on problem solving skills of  
Science and Technical Education in College of Education, Ikere-Ekiti. 

 
 Hands-on activities learning is a pedagogy which enables students experience the 
processes of knowledge creation and the key attribute is learning stimulated by an enquiry a 
student centered approach, a more to self-directed learning and an active approach to learning 
(Spronken-Smith, 2007). Educators play an active role throughout the process by establishing 
a culture where ideas are respectfully challenged, tested, redefined and viewed as improvable, 
moving students from a position of wondering to a position of enacted understanding and 
further questioning (Scardamalia, 2002). Once students are challenged, they are expected to 
engage in creating conjecture, analyzing conjecture, communicating, working collaboratively, 
and engaging in mathematical argument (Stonewater, 2005).  
 Through the hands-on activities students can achieve relational understanding of 
scientifically and mathematical concepts since the meaning of ‘knowing’ has shifted from 
being able to remember and repeat information to being able to find and use it (National 
Research Council, 2007). According to Crombie (2009), in hands-on activities, the teacher 
acts as the facilitator of the students learning rather than the provider of information. As well 
as having an excellent understanding of the content the teacher needs to carefully plan their 
learning units. This planning will involve the teacher developing an open ended question or 
devising a topic based on the curriculum for the pupils to determine their own questions. It 
also involves exploration type activities to activate prior knowledge and also engage the 
pupils. Typically, the lesson will start with an open ended question devised by the teacher, 
pupil or sometimes both, through the use of carefully planned activities the teacher will 
encourage the pupils to discuss the question and search for their own answers. Proponents of 
hands-on activities methods suggested that there needs to be some sort of declaration of real 
world idea and learning experience before any elementary skill sets are committed to memory 
(Thompson, 2006).  
 It is during this process that students gather resources, do their own research and 
synthesize their information. They then present and share their findings with their peers and 
will finally need to be given the opportunity to reflect on their learning. Through this process 
pupils build their own knowledge. Naturally, every class is different and the approach of the 
teacher varies according to the ability of the class and the topic to be taught. Teachers are 
able to utilize different levels of hands-on activities. 
 Hands-on activities are effective learning experiences. Research has evidenced that 
hands-on approach in science improves understanding of concepts resulting in better 
achievement score and success in science subject area (Hussain & Akhtar, 2013). Hands-on 
activities is a process of teaching and learning where instructors engage with learners in 
direct experience and focused reflection to enhance student’ knowledge, skill set and values. 
Hands-on activity allows students to learn through experiencing something and can give them 
an opportunity to immerse themselves in a learning environment, while putting their acquired 
skills to use and building new skills. Hands-on-learning means learning by doing. This type 
of learning is best suited for kinesthetic learners, who learn from examples. Hands-on activity 

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is another term for experiential learning, where individuals immerse themselves in a subject 
to learn. Primary school pupils learn from partaking in activities rather than passively reading 
a book or attending a traditional model of learning (Daniel, 2020). 

Merriam-Webster Dictionary (2020) defined hands-on as relating to, being, or 
providing direct practical experience in the operation or function of something; involving or 
allowing use of or touching with the hands; characterized by active personal involvement; 
gained by actually doing something rather than learning about it from books, lectures, etc. 
Hands-on activities can happen in a multitude of ways, with many materials, in a variety of 
spaces, and through various activities. And students are natural hands-on learners (Parkland, 
2017). Tile (2013) described hands-on activities as a situation whereby a learner uses his/her 
hands in carrying out activities that could enhance his/her experiences. By implication, 
concrete activities experiences are activities which involve doing using apparatus or objects. 
 Daniel (2021) defined hands-on activities is an educational method that directly 
involves the learner, by actively encouraging them to do something in order to learn about it. 
In short, it is hand-on activities is learning by doing. It is clear that there are certain situations 
in which hands-on activity is the only way to teach something. For example, there is no use 
trying to teach a child to ride a bicycle in a traditional classroom but such a child need to get 
outside to try out a bike. Many people argued that doing something is the best way to learn 
about it, rather than attempting to learn about it from a book. No matter how many books 
pupils read about cycling, they are still sure to fall off the first time they try. 

Hands-on activity is the process of learning by actually doing and experiencing 
something, rather than just being told about it. The term “hands-on” is used because these 
activities usually involve the physical use of the hands. For example children might use 
manipulative such as counting cubes and sorting objects to understand mathematical 
concepts, rather than just being taught the theory via books or pencil and paper exercises (The 
Apple Tree [TAT], 2020). Hands-on learning is particularly important for young children, as 
this is how they are programmed to learn. Students learn from observing, copying, and 
experimenting with their hands and body as soon as they are born, and play continues to be 
the most important way of learning new skills until they reach school age and beyond (TAT, 
2020). 

Academic Achievement represents measures of outcomes that indicate the extent to 
which a person has accomplished specific goals that were the focus of activities in 
instructional environments, specifically in school, college, and university (Steinmayr, 
MeiBner, Weldinger & Wirthwein, 2017). School systems mostly define cognitive goals that 
either apply across multiple subject areas (e.g., critical thinking) or include the acquisition of 
knowledge and understanding in a specific intellectual domain (e.g., numeracy, literacy, 
science, history). Therefore, academic performance should be considered to be a multifaceted 
construct that comprises different domains of learning. Because the field of academic 
performance is very wide-ranging and covers a broad variety of educational outcomes, the 
definition of academic achievement depends on the indicators used to measure it.   

Steinmayr et al (2017), averred that among the many criteria that indicate academic 
performance, there are very general indicators such as procedural and declarative knowledge 
acquired in an educational system, more curricular-based criteria such as grades or 
performance on an educational achievement test, and cumulative indicators of academic 
performance such as educational degrees and certificates. All criteria have in common that 
they represent intellectual endeavours and thus, more or less, mirror the intellectual capacity 
of a person.  
 Tuckman (2018) defined academic performance as the apparent demonstration of 
understanding, concepts, skills, ideas and knowledge by a person. It refers to how pupils deal 
with their studies and how they cope with or accomplish different tasks given to them by their 

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teachers in a fixed time or academic year (Adane, 2013). Academic performance is the 
hallmark and determinant of a pupil’s success and future. It plays an important role in 
producing the best quality graduates who will become great leaders and manpower for the 
country; those who would be responsible for the country’s economic and social 
developments. Academic performance defined whether one can take part in higher education, 
and based on the educational degrees one attains, influences one’s vocational career after 
education. Besides the relevance for an individual, academic performance is of utmost 
importance for the wealth of a nation and its prosperity.   

Salvation & Adzharuddin (2014), while conceding that students’ achievement is a 
multidimensional construct, opined that it consists of three dimensions: students’ 
characteristics, teacher/lecturers’ competencies and academic environment. Students’ 
characteristics dimension concerns how pupils deal with their studies and how they cope with 
or accomplish different tasks given to them by their teachers. The determinants of this 
dimension are students’ intelligence, personality and socio-economic status (Salvation & 
Adzharuddin, 2014). Within the academic context, for example, students’ ability to study and 
remember facts and being able to communicate their knowledge verbally or down on paper 
enhances academic performance. 
 Hands-on activities provide consistent, positive interactions between teacher and 
pupils and other pupils and this allows a child to develop a positive, more relevant perception 
of the world around them and develop the act of concentration in the classroom (Hart, 2019). 
With teachers and pupils engaging in hands-on activities, whole parts of the child’s brain are 
engaged, which helps develop crucial connections that lead to positive development 
concentration. Anwer (2019) stated that activity-based learning is the baseline for creative 
and critical thinking skills enhancement. Hands-on learning environments allow students to 
be free to experience learning through the senses and devote their attention towards learning. 
Hart (2019) further stated that children thrive when surrounded by supportive, interactive 
teaching strategies that focus on their mental and physical development. Not only is hands-on 
activity an excellent way to help primary school students develop better social and motor 
skills, it is also easy to get them involved. 
 Teachers are known to be the backbone of education for all ages of pupils and they 
play a vital role in the classroom by bringing a variety of learning methods and techniques. 
They bear the light for all students and aid them in better understanding and developing a 
unique skill set for every pupil in the classroom. Anwer (2019) stated that it comes under the 
teacher to educate students and motivate them to learn in a classroom and outside it. The 
emphasis of effective learning in a classroom has vital importance in knowledge retention. 
The teachers are required to be adaptive to the changing classroom and pupils needs’ such 
that the students enjoy the course and establish goals. 
 Learning by doing is a common theme in an experiential educational environment. 
This is because when pupils are engaged with their hands and their minds, they actually are 
more focused and motivated to learn. The hands-on learning benefits that pupils experience in 
the classroom helps students of all ages retain knowledge and grow. Children in all stages, 
from preschool age through their primary school age, are continuously developing and 
growing. During these extremely critical periods of growth, the more that children can 
immerse themselves in, and engage with, their education, the more they will be motivated 
and take pride in all that they learn (Goodwin University [GU], 2019). This is where hands-
on learning truly comes into play. 

 
 
 
 

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Research Method 
 The study was designed to investigate the impact of Hands-On activities on Students’ 
Academic Achievement in Science and Technical Education in College of Education, Ikere-
Ekiti, Ekiti State, Nigeria. This study adopted a descriptive survey design.  
 The population of the study consisted of all Science subject combinations and 
Technical Education in College of Education, Ikere-Ekiti, Ekiti State, Nigeria.  
The sample size of one hundred (100) Science and Technical Education in College of 
Education, Ikere-Ekiti, Ekiti. A simple random sampling technique was used to select the 
sample. Four (4) hypotheses were formulated to guide the study. 

The instruments that were used for the purpose of this study was self-structured 
questionnaire. The instrument (questionnaire) was divided into two sections (section A and 
B). Section A was used to elicit information on the personal data of the respondents which 
include name of school, age, gender, subject combination/course of study. While section B 
was made up of the variables on the research question raised for the study.  

The instrument was subjected to validity and reliability mechanism by the experts. 
The questionnaire was administered on Science subject combinations and Technical 

Education in College of Education, Ikere-Ekiti, Ekiti State, Nigeria. The administration was 
conducted by the researchers with the aid of one (1) trained research assistant.  
 In analyzing the collected data, the researchers used descriptive statistics of frequency 
counts and percentage to analyse respondents’ demographic data, to answer the research 
questions while inferential statistics of Pearson Correlation was used to test the formulated 
hypotheses. 
 
Results 
 
Hypothesis 1: There is no significant impact of hands-on activities on lecture room 
concentration of Science and Technical Education in College of Education, Ikere-Ekiti. 
 
Table 1: Correlation analysis of hands-on activities and classroom concentration 
  Hands-on 

Activities 
Classroom 
Concentration 

Spearman’s rho             
                                     Hands-on      
                                     Activities 
 

Correlation Coefficient 
Sig. (2-tailed) 
 
N 

1.000 
 
 
100 

0.687* 

0.043 
 
100 

                                  Classroom   
                                   Concentration 

Correlation Coefficient 
Sig. (2-tailed) 
N 

0.687* 

0.043 
100 

1.000 
 
100 

* = significant at the 0.05 level. 
The result in table 1 shows the correlation analysis between hands-on activities and 

classroom concentration of Science and Technical Education of College of Education 
students. The table indicates that there was a significant positive correlation between hands-
on activities and classroom concentration of Science and Technical Education of College of 
Education students (r = 0.687, N = 100, p < 0.05). Hence, the null hypothesis was not upheld.  
 
Hypothesis 2: There is no significant impact of hands-on activities on knowledge retention 
of Science and Technical Education in College of Education, Ikere-Ekiti. 
. 
 
 

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Table 2: Correlation analysis of hands-on activities and knowledge retention 
  Hands-on                            

Activities 
Knowledge                           
Retention 

Spearman’s rho            Hands-on  
                                     Activities 

Correlation Coefficient 
Sig. (2-tailed) 
N 

1.000 
 
100 

0.634* 

0.032 
100 

Knowledge  
                                      Retention 

Correlation Coefficient 
Sig. (2-tailed) 
N 

0.634* 

0.032 
100 

1.000 
 
100 

* = significant at the 0.05 level. 
The result in table 2 shows the correlation between hands-on activities and knowledge 

retention of Science and Technical Education of College of Education students. The table 
indicates that there was a significant positive correlation between hands-on activities and 
knowledge retention of Science and Technical Education of College of Education students (r 
= 0.634, N = 100, p < 0.05). Hence, the null hypothesis was not upheld. 
 
Hypothesis 3: There is no significant impact of hands-on activities on creativity ability of  
Science and Technical Education in College of Education, Ikere-Ekiti. 
. 
 
Table 3:Correlation analysis of hands-on activities and creativity ability 
  Hands-on                                

Activities 
Creativity                                  
Ability 

Spearman’s rho                Hands-on          
                                         Activities 

Correlation Coefficient 
Sig. (2-tailed) 
N 

1.000 
 
100 

0.523* 

0.052 
100 

  Creativity  
                                        Ability 

Correlation Coefficient 
Sig. (2-tailed) 
N 

0.523* 

0.052 
100 

1.000 
 
100 

* = significant at the 0.05 level. 
The result in table 3 shows the correlation between hands-on activities and creativity 

ability of Science and Technical Education of College of Education students. The table 
indicates that there was a significant positive correlation between hands-on activities and 
creativity ability of Science and Technical Education of College of Education students (r = 
0.523, N = 100, p < 0.05). Hence, the null hypothesis was not upheld.  
 
Hypothesis 4: There is no significant effect of hands-on activities on problem solving skills 
of  Science and Technical Education in College of Education, Ikere-Ekiti. 
. 
Table 4:Correlation analysis of hands-on activities and problem solving skills 
  Hands-on                      

Activities 
Problem                           
Solving 
Skills 

Spearman’s rho            Hands-on  
                                     Activities 

Correlation Coefficient 
Sig. (2-tailed) 
N 

1.000 
 
100 

0.612* 

0.031 
100 

Problem  
                                      Solving Skills 

Correlation Coefficient 
Sig. (2-tailed) 
N 

0.612* 

0.031 
100 

1.000 
 
100 

* = significant at the 0.05 level. 

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The result in table 4 shows the correlation between hands-on activities and problem 
solving skills of Science and Technical Education of College of Education students. The table 
indicates that there was a significant positive correlation between hands-on activities and 
problem solving skills of Science and Technical Education of College of Education students 
(r = 0.612, N = 100, p < 0.05). Hence the null hypothesis was not upheld.  
 
Conclusions 
 Based on the findings of the study, the following conclusions were made: 

Hands-on activities has strong impacts and influence on classroom concentration of 
Science and Technical Education of College of Education students. Hands-on activities 
influenced and catalysed knowledge retention of Science and Technical Education of College 
of Education students. Hands-on activities had effects on creativity ability of Science and 
Technical Education of College of Education students. Hands-on activities enhanced and 
improved problem solving skills of Science and Technical Education of College of Education 
students. 
 
Recommendations 
 Based on the findings, the following recommendations were made:  

1. Colleges of Education teachers/lecturers should endeavour to adopt students’ oriented 
method like hands-on activities in creating conducive classroom environment that will 
bring about steady and rapid communication skills development of students. 

2. The teachers/lecturers should also be encouraged by the management to provide the 
necessary equipment and materials to actualize this task effectively. 

3. Teachers/lecturers should select and execute hands-on activities that may enhance 
students’ interest and understanding in College of Education subjects which will 
eventually result in higher motivation and achievement. 

4. Teacher/lecturers should always adopt learner’ centred method as the only method of 
communication, interaction and decision making in the classroom so as to cater for 
individual difference and ability of students for improving students’ classroom 
participation. 

 
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	Wood, I. (2017). Want to develop your pupils’ problem-solving skills? Here’s the solution (Sponsored), https://www.tes.cm/news/want-develop-your-pupils-problem-solving-skills-heres-solution-sponsored.

