Thesis Abstract

Abstract
This thesis investigates the impact of hands-on experiments on student learning in the field of Science Education. The utilization of hands-on experiments in teaching science has been a topic of interest among educators for decades. This study aims to contribute to the existing body of knowledge by exploring the effectiveness of hands-on experiments in enhancing student learning outcomes in science education. The research begins with a comprehensive review of relevant literature on hands-on experiments and their influence on student learning. Various studies have highlighted the benefits of hands-on experiments, such as increased engagement, improved understanding of scientific concepts, and enhanced critical thinking skills. However, there is a need for more empirical evidence to support these claims, especially in the context of science education. The methodology chapter outlines the research design, sampling techniques, data collection methods, and data analysis procedures employed in this study. A mixed-method approach is adopted to gather both quantitative and qualitative data from students participating in hands-on experiments in science classrooms. The data collected will be analyzed using statistical methods and thematic analysis to identify patterns and themes related to student learning outcomes. The findings chapter presents the results of the study, highlighting the impact of hands-on experiments on student learning in science education. The analysis reveals the positive effects of hands-on experiments on student engagement, understanding of scientific concepts, and critical thinking skills. Additionally, the study identifies factors that may influence the effectiveness of hands-on experiments, such as teacher training, resources availability, and student motivation. In the conclusion and summary chapter, the key findings of the study are summarized, and their implications for science education are discussed. The study underscores the importance of incorporating hands-on experiments in science classrooms to enhance student learning outcomes and foster a deeper understanding of scientific concepts. Recommendations for educators, policymakers, and future research directions are also provided to further explore the potential of hands-on experiments in science education. Overall, this thesis contributes to the ongoing dialogue on the role of hands-on experiments in science education and provides valuable insights into their impact on student learning. By investigating the effectiveness of hands-on experiments in enhancing student engagement and understanding of scientific concepts, this study aims to inform educational practices and policies that promote active learning strategies in science classrooms.

Thesis Overview