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This study investigated the effect of practical activities on students? process skills, conceptual understanding, and academic performance in physics measurement. An action research design was employed involving a purposively selected sample of 49 Form Two students. Data were collected using observation checklists, questionnaires, and achievement tests, with reliability confirmed by a Cronbach?s alpha value of 0.960. The intervention consisted of structured practical activities conducted over three weeks. Quantitative data were analysed using descriptive statistics and paired-sample t-test, while qualitative responses were analysed thematically. Results indicated significant improvement in students? conceptual understanding and performance, with mean scores increasing from 13.6 to 29.7. The paired-sample t-test showed statistically significant differences (p < 0.05). The findings suggest that practical activities enhance students? engagement, process skills, and learning outcomes in physics measurement. The study recommends integrating structured practical activities into early physics instruction.
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