A copy of this work was available on the public web and has been preserved in the Wayback Machine. The capture dates from 2020; you can also visit the original URL.
The file type is
The study investigates the impact of activity-based teaching strategy on gifted students' academic performance. Quantitative methods using a quasi-experimental design were used on a random sample of 330 gifted students selected from 11 junior secondary schools from Katsina Metropolis, Nigeria. A 60 items Basic Science Achievement Test (BSAT) with reliability coefficient of 0.98 was administered to 11 schools before and after the treatment and scores analyzed using t-tests. The findings revealeddoi:10.17478/jegys.529919 fatcat:tvtz3z4pezfofef4uj7fp4iiwi