Impact of physical fitness activities on students’ Basic Science achievement in selected Nigerian secondary schools

Abstract

Poor student achievement in science is a global challenge. Sustainable Development Goals 3 and 4 targeting people’s well-being and quality education as well as the findings of previous studies linking physical exercises to improved student memory and increased concentration become an issue of growing interest and particular relevance. The primary objective of the proposed study, therefore, is to determine the impact of physical fitness activities on students’ achievement in Basic Science. The study was a quasi-experiment of a pretest, posttest, control group nature. 125 JS2 students from six schools in Ibadan, Oyo State, Nigeria were covered. Instruments used were stadiometer, gymnasium mats, medicine balls, skipping ropes, cones, stopwatches, weighing scale and Achievement Test in Basic Science (r=0.84). The experimental group was exposed to selected science concepts and physical fitness activities simultaneously, while the instruction in the control group revolved exclusively around concept attainment only. Data analysis employed descriptive statistics and Analysis of Covariance. Physical fitness activities had a significant effect on students’ achievement (F(1,124)=347.12; P<0.05). The experimental group got a higher score of 62.58 against the control group (x̄=53.76). Gender, as it happens, had a significant effect on the acquisition of basic science skills (F(1,124)=147.89; P<0.05) with males performing better (x̄=61.04) than females (x̄=55.29). The research yielded no significant effect on the interaction of treatment and gender. Conversely, physical fitness activities were reported to enhance students’ capabilities in Basic Science, which is why their subsequent implementation in schools is highly recommended.