The Effect of Model-Building Activity Towards Pupils’ Achievement on Topic Human Blood Circulatory System Among Year Five Pupils

Abstract

The Human Blood Circulatory System (HBCS) is a challenging topic for primary pupils due to its abstract nature which often leads to misconceptions and low achievement when taught through conventional-teaching methods. This study aims to investigate the effectiveness of a model-building activity in improving Year Five pupils’ achievement in the HBCS topic. A quasi-experimental design involving 68 pupils was employed, consisting of an experimental group taught using model-building and a control group taught using conventional teaching method. Data was collected through a pre-test and post-test using the Human Blood Circulatory System Achievement Test. The findings showed a significant improvement in the experimental group’s mean scores between pre-test and post-test, as well as a significant difference in post-test scores between the experimental and control groups. These results indicate that model-building promotes better conceptual understanding and enhances academic achievement by enabling pupils to visualize abstract processes and engage in active learning. The study highlights the importance of incorporating hands-on and student-centered approaches to support deeper comprehension of scientific concepts and suggests that model-building can be an effective instructional strategy for teaching complex topics in science.