Impact of Hands-on Learning Activities on Students’ Understanding of Biological Concepts

Abstract

This study examined the impact of hands-on learning activities on Grade 10 students’ understanding of biological concepts in a Bhutanese higher secondary school. Guided by the Constructivist Theory and the AIR (Authentic, Intentional, and Reflective) framework, the research employed a quasi-experimental mixed-methods design. A total of 78 students were assigned to control and experimental groups. Data were collected using pre-tests, post-tests, Likert-scale questionnaires, focus group discussions, and open-ended responses. Quantitative findings showed no significant difference in pre-test scores between the two groups, confirming comparable starting levels. However, post-test analysis revealed a statistically significant improvement in the experimental group (p = 0.044), demonstrating that hands-on learning positively influenced academic achievement. Students also expressed highly favourable perceptions toward the approach, with an overall mean score of 4.51. A moderate positive correlation was found between student perception and academic performance (r = 0.501, p < 0.001), suggesting that students who valued the learning experience tended to achieve better results. Qualitative findings reinforced the statistical results, identifying key themes such as stronger conceptual understanding, higher engagement, improved collaboration, practical skill development, and better connections between classroom learning and real-life experiences. Although minor challenges such as time limitations and unequal participation were noted, the study concludes that well-structured hands-on learning significantly improves student understanding, motivation, and participation in biology education.