UNCOVERING THE IMPACT OF SCIENCE LAB ACTIVITIES ON ELEMENTARY SCHOOL CHILDREN'S PERFORMANCE AND CLASSROOM BEHAVIOR IN NIGERIA

Abstract

This study aims to investigate the impact of science lab activities on the academic performance and behavior of elementary school children in Nigerian primary schools: It adopts an experimental design with pre-test, post-test, and control group methodology to assess outcomes, alongside a cohort approach for examining temporal relationships: The research draws on theoretical perspectives of Vygostky socio cognitive learning theory and behavioral development, exploring cognitive, affective, and psychomotor domains of learning. Young children (aged 5 to 6 years) were recruited from diverse urban and rural schools, classified into experimental and control groups, and followed for 12 weeks with periodic assessments. The findings reveal that in the experimental group, science lab exposure significantly enhances students' academic performance and reduces behavioral problems by fostering social interactions and emotional regulation. The study identifies differences in male and female science literacy skills and highlights the importance of early intervention in addressing educational and behavioral challenges. It concludes that structured science lab activities can transform practical science education, inform evidence-based interventions, and contribute to Nigeria's socio-economic development through improved science literacy and equitable learning opportunities.

Keywords: Science lab, elementary children, performance, behavior.

Ethics and Conflict of Interest

All ethical rules were observed at all stages of the research. Authors declare that they acted in accordance with ethical rules in all processes of the research. Authors declare that there is no conflict of interest between the authors of this work.

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