Effect of Carousel Strategy on the Academic Achievement in Earth and Space Science of Grade Six Pupils

Abstract

Science as a subject requires an accurate teaching approach to learn the science content and processes better. This study determined the effect of the carousel strategy approach on the academic achievement in earth and space science of grade six pupils. The pretest-posttest control group quasi-experimental design was employed in this study with two intact classes. One of these groups was the experimental group, wherein carousel strategy (CS) was employed; the other was the control group, wherein the conventional teaching approach (CTA) was used. Pretest and post-test achievement tests and the daily lesson log (DLL) in earth and space science were used as research instruments. The data were analyzed using descriptive and parametric statistics, including the independent samples t-test and paired samples t-test. The results indicated a significant difference between the pretest and post-test of the CS and CTA. The results also showed higher academic achievement of students in the CS group over the CTA group. This study concluded that the carousel strategy is an effective intervention and learning in Earth and Space Science.