Abstract:

This study examined the comparison among cognitive (minds-on), affective (hearts-on) and psychomotor (hands-on) activities in science instructional practices among the public and private schools of Kathmandu valley. It is carried out on 60 science teachers; thirty from each public and private schools. It used the hierarchical linear modeling (HLM) analyses in which the students and teachers classroom activities were observed relating with emphasizing motivation to learn science, science instructional practices, field visits and excursions, linking science outside the classrooms, improvisation of instructional materials, group activities and science content delivery approach over a period of six months. It was found out that using the practical activities in teaching and learning science showed a high degree positive effect on students’ achievement, use of teacher centered lecture method had a remarkably negative effect on the students’ achievement in science subject. Public schools were significantly better in doing hands-on and hearts-on activities and are creating a warm and self-motivation to study and learn science comparing with private schools. Private schools were doing better in minds-on activities that is based on recitation of the content.

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