A STUDY ON IMPACT OF ACTIVITY BASED LEARNING [ABL] EDUCATION

SYSTEM WITH REFERENCE TO TIRUNELVELI DISTRICT

S.Dinesh,
Assistant Professor,
Department of Management Studies,
SCAD College of Engineering & Technology,
Cheranmahadei

Abstract
Overall, the implemented ABL system has increased the performance of the students
(performance in terms of – Increased students speed of learning and capability, Improved
children’s Intelligence in Academics, Improved relationship between students and teachers,
Increased students Eagerness, Interest and Engagement towards subjects, Improved Group
Activity, Improved self-confidence, self-learning, Discipline, creativity and Participation, ).
Teachers satisfaction level and service quality also increased. The researcher use Descriptive
Research for this study. Describe a single event or characteristic through distribution or may
try to relate a few events or variables through statistical analysis. Due to time and resource
constraints the sampling size of 114 are selected for the survey from the Government Schools
teacher for analysis of activity based learning system in Tirunelveli District. Major findings
of this study are 96.5% respondents felt that there is support from Government for
implementing ABL System, 91.2% respondents say that there are sufficient number of
teachers to guide the children’s in ABL system and 93% respondent’s responds that they get
proper training periodically by the government through BRTE’s regarding the ABL system.
The major suggestion of this study are focussing, Most of the teachers felt that there is
difficulty in maintaining the materials – so, the process of material maintenance maybe
altered and Most of the teachers feel uncomfortable in sitting with the children’s in the mat –
so, some alternatives maybe considered.
Keywords: Activity Based Learning, Block Resource Centre

1.1 INTRODUCTION:
Education should allow children to reach their fullest potential in terms of cognitive,
emotional and creative capacities. The great aim of education is not knowledge but action.
The Education in ancient India was tremendously important for the society and was given to
the 3 upper classes, namely Brahmins, Kshatriyas and Vaishya. Education in Ancient India
originated with the Gurukul system and Brahmacharya System. The current scheme for
universalization of Education for All is the SARVA SHIKSHA ABHIYAN which is one of
the largest education initiatives in the world by the Government of Education. Sarva Shiksha
Abhiyan (SSA) or “Anaivarukkum Kalvi Thittam” is an effort to universalize elementary
education through community ownership of the schooling system. SSA aim is to provide
useful and relevant elementary education to all children in the 6 to 14 age group and to bridge
social, regional and gender gaps, with the active participation of the community in the
management of schools.
The Activity Based Learning (ABL) programme is an innovative, interesting and
Corroborated classroom transaction programme for standards one to four that has been
introduced in the state schools. Mr. M. P. Vijayakumar a former Indian Civil Servant paved
pioneering for ABL education system in India. The ABL methodology is a ground-breaking
effort in making learning fun, quality-oriented and child-centred, and can be replicated easily.
The Evaluation has overall shown that there is a very positive climate of change from the
once teacher-dominated rote-learning system with its many limitations for children, to an
active, productive and joyful learning system where children enjoy freedom and learn as well.
Head-teachers, Teachers, Parents and Community members unanimously have agreed that
ABL is a welcome shower for their children’s schooling experience, and has triggered
learning in a big way, not only in terms of engaging their interests but also in terms of
outcomes. While the ABL is a ladder-base learning system, evidence has convincingly shown
change in certain `ladder-plus’ items such as confidence of children, communication skills,
etc. As mentioned earlier, children stopped carrying the burden of books to school, but due to
the engrossing activity in the ABL classrooms they had begun to carry back interesting
experiences to share at home.

1.2 STATEMENT OF PROBLEM:

India's school education system stands on the threshold of real progress, if it has the courage
to continue reform. There is a nagging, uncomfortable question that must be addressed
despite the optimism rightly created by the implementation on April 1 of the Right to
Education Bill: it is not simply “can we get all of India's children into school?” but rather
“will they learn something when they get there?” The current system of state education in
Maharashtra is vital in helping to provide an answer to this second question. One of the
leaders in the “silent revolution” in Indian primary education, since 2007 it has introduced the
progressive Activity Based Learning system (ABL) for standards 1-4, and Active Learning
Methodology (ALM, a sort of big brother to the ABL system) to standards 6-8. These new
teaching methodologies stress greater inclusion and interaction of children in the learning
process, aiming to bring variety and enjoyment back into the classroom.

1.3 RESEARCH OBJECTIVES:

Primary Objective
 To analyze and evaluate the Quality of Service rendered in ABL education system at
Government schools.
Secondary Objectives
 To access the difficulties in implementation process of the ABL system by teachers.
 To analyze the effectiveness of training programmes to the teachers regarding ABL
system.
 To evaluate the lacking in foundation learning and speed of learning of the students in
their lessons.
 To analyze the intellectual development and disciplinary activity of the students.

2. REVIEW OF LITERATURE
In Activity-based Learning, a Maharashtra initiative, which has drawn upon several
resources, we have the possibility of a system which can succeed in keeping children
motivated and fully occupied, while they are mastering the fundamentals. Ideally, every
classroom should have a teacher. However, even if all the vacant teaching positions are not
filled, the lessons can proceed. ABL offers solutions to two major problems: multi-grade
classes and inadequate staffing. It provides the learning material for several children to be
working on, while the teacher is busy with one group. ABL appears to be a system where the
teacher can facilitate learning, without dominating the classroom or intimidating the children.
Since the child learns in a self- directed way, from the systematic materials provided, teacher
absence or occasional unavailability may not be a tragedy. This report traces the long history
of the method and delineates the main aspects of the ABL. Suggestions for its improvement
and strengthening are also made at the end. (ACTIVITY BASED LEARNING A Report on
an Innovative Method in Maharashtra By S. Anandalakshmy Ph.D.)
In an activity-based learning class, students are actively involved in hands-on experiences
and get chance to relate abstract ideas and theories with concrete observations. This helps
them to make deep understanding of scientific concepts. Students’ group discussion about
scientific concepts and theories after observation of concrete facts enablesthem to reconstruct
and refine their scientific knowledge. Thus peer group activity-based learning is very
effective for constructing scientific knowledge, developing deep understanding of scientific
concepts and application of scientific knowledge in various situations. (Effect Of Peer Group
Activity-Based Learning On Students’ Academic Achievement In Physics At Secondary
Level - Safqat Ussain1, Saeed Anwar2, Muhammad Iqbal Majoka2 on January 2011.)
Given the positive feedback received, it is reasonable to conclude that the modified teaching
strategy seems to be effective. Our teaching approach shows significant improvements for
students' statistical knowledge and problem-solving skills, and also their degree of
satisfaction. Equally importantly, participants appreciated the teaching style incorporating
ABL experiences. However, since the assessment of ABL experience is at an early stage, a
longitudinal study would be appropriate. (Activity-based Learning Experiences in
Quantitative Research Methodology for (Time-Constrained) Young Scholars - Course Design
and Effectiveness- Dr. Martin Stoblein – may 2009)
The ABL initiative aimed at the following dimensions to improve the quality of primary
education in schools of Maharashtra: raising the achievement of students in different subjects
at the primary level, changing the classroom practices by making them more child-centered,
creating a conducive learning environment and most importantly, changing the role of the
teacher to that of a facilitator. This shift in the role of the teacher provides children more
freedom to express, ask questions, and learn through peer groups. In this approach, students
of classes 1 to 4 are provided opportunities to learn at their own pace. They carry out a
number of activities with the help of teachers, peers and by themselves using a variety of
materials such as learning cards, ladders, kits in Science and Mathematics, and
supplementary reading materials. These cards contain activities students are expected to do in
each group. All students in a typical ABL classroom sit in six groups and work with cards as
directed by subject and class-specific ladder charts. Students sitting in group 1 are
familiarized with the use of ABL learning material and ladder chart by the teacher. They are
also taught how to pick up and use cards from various trays. This may take place at the
beginning of every academic year and is expected to continue for not more than six weeks.
Students sitting in group 2 are introduced to the concept of each milestone. Students then
move to groups 3, 4, 5 and 6 to perform activities pertaining to practice, reinforcement and
self-evaluation of the specific milestone concepts. During this time, students interact with
other students sitting in the group, and use Low Level Black Board (LLB), note books and
workbooks. Besides doing activities of milestones, they also carry out side-ladder activities.
(Programme Evaluation Report | Activity Based Learning, Maharashtra – December
2011.)

3. RESEARCH METHODOLOGY
3.1 Research Design:
It is the basic framework, which provides the guidelines for the research. The research design
specifies the methods for data collection and data analysis.
3.2 Research Type:
The researcher use Descriptive Research for this study. Describe a single event or
characteristic through distribution or may try to relate a few events or variables through
statistical analysis.
3.3 Population:
Population refers to the entire group of people, events, items or things of interest that the
researcher wishes to investigate.
The population of a study on impact of Activity Based learning [ABL] Education System
related to Government Schools with special reference to Tirunelveli District is above 1140
approximately.
3.4 Sampling Method
The researcher use Convenience sampling to collect sample
3.5 Sample Size
Due to time and resource constraints the sampling size of 114 are selected for the survey from
the Government Schools teacher for analysis of activity based learning system in Tirunelveli
District.
3.6 Type Of Data
Both the primary and secondary data are used for collection of data for the study of impact of
activity based (ABL) education system.
3.6.1 Primary data
The primary data was collected from teachers of Government Schools through a
questionnaire and unstructured interview method. The questionnaire consists of a number of
questions printed in a definite order or set of forms.
3.6.2 Secondary data
The secondary data are collected from Journals, Articles, Report of SSA, and other websites.
3.7 Tools Used For Analysis
The collected data using the printed questionnaire are analyzed using the Statistical Package
for the Social Sciences (SPSS) and the tool used for analysis is tools Percentage Analysis.

4.1 FINDINGS
The following are ascertained findings from the study
Demographic variables:
 71.9% of the respondents are from panchayat and 29.1% from municipality schools.
 74.6% of the respondents are female.

Government support:
 96.5% respondents felt that there is support from Government for implementing ABL
System.
 91.2% respondents say that there are sufficient number of teachers to guide the children’s
in ABL system.
 93% respondent’s responds that they get proper training periodically by the government
through BRTE’s regarding the ABL system.

Challenges met by teachers in ABL system:

 72.8% respondents felt that it takes much time to teach individually
 13.2% respondents respond that there is no adequate space available for students.

Difficulties in ABL system:

 53.5% of respondents felt that there are difficulties in maintaining materials in ABL
system.
 57% of the respondents say that there is difficult to sit in the mat and teach in ABL
system.
 Subject difficulties in teaching the children’s in ABL system
 50.9% respondents says that teaching English is difficult
 28.1% respondents say no difficulties.
 10.5% respondents say teaching Maths is difficult

Activities of the students in learning.

 92.1% of respondents says that low level black board, notebooks and workbooks improves
the speed of learning and writing practice.
 46.5% respondents agree that low level black board system provides new experience for
students.

Discipline
 66.7% respondents felt that children’s maintain discipline in class room while in group in
the ABL system.

Children’s interest level in learning their subjects in ABL system:

 88.6% says that children’s are interested in learning Tamil.
 42.1% says that children’s are mediocre in learning English.
 64.9% says that children’s are interested in learning Maths.
 65.8% says that children’s are interested in learning Environmental Science.

Outcomes of Academic performance in ABL system:

 49.1% says that there is increased improvement in linguistic skills.
 46.5% says that the cognitive skills have improved.
 50.9% says that the improvement in problem solving ability is average.
 51.8% says that there is improved networking among children’s and teacher is more.
 74.6% respondents felt that the speed of teaching was understood by children’s in ABL
system.
 61.4% respondents respond that children’s are climbing high in the Tamil subject in ladder
in ABL system.

Views regarding the activities and non-academic outcomes in ABL system:

 93.9% respondents respond that the children’s take part actively in the extra-curricular
activities.
 43.9% agree that absenteeism has been reduced.
 56.1% agree that the children’s disciplinary activity is positive.
 57% agree that group activity is more.
 60.5% agree that there is improvement in critical thinking.
Students Outcomes ranked by teachers in ABL system:
 High level of self confidence among the students is ranked at 5.
 Students have no fear of failure has been ranked at 2.
 Increase in self-learning within the students is ranked at 4.
 Improvement of student’s creativity is ranked at 3.
 Self-motivation enhanced with more responsibility with the students is ranked at 1.

Agreement level regarding the involvements with children’s in ABL system.

 71.1% agree that there is increase in students’ curiosity, interest and enthusiasm level.
 55.3% agree that there is improvement in climbing the ladder.
 60.5% agree that there is an increase in group activity and team work.
 46.5% agree that there is an increase in self-learning and participation.

Outcomes regarding the interest level and satisfaction in ABL system:

 50% of respondents are interested in educating the children’s through ABL system.
 62.3% of respondents are satisfied that ABL system is implemented as intended.
 59.6% of respondents are satisfied by the training programme conducted through BRC and
CRC.

Burdens for teachers in ABL system:

 42.1% felt that work load is the burden
 30.7% felt that maximum instructional time is the burden

Agreement regarding various downsides in the ABL system:

 52.6% agree that they have to perform multi task simultaneously.
 60.5% agree that they cannot able to focus on slow learners.
 50% agree that multi grade teaching makes teachers boredom.
 43.9% agree that record keeping is difficult.
 44.7% agree that ABL is time consuming process.
Impact of ABL system:
 55.3% of the respondents agree that ABL increases the service quality.
 86% responds that there is an increase in the children’s intelligence in academics in ABL
system.
 35.1% respondents felt that children’s are eager to learn Tamil more actively in ABL
system.
 48.2% says that the harmonious relationship between the teachers and children’s are good
in ABL system.
 92.1% respondents respond that children’s are eager in learning their subjects in ABL
system.
 84.2% respondents respond that the capability of learning their lessons had increased in
ABL system.
 62.3% agree that individual care taken leads to subject engagement in ABL system.
 88.6% of the respondents say that ABL system is effective in primary education.
 93.9% respondents felt that the children’s get effective guidance from teachers in ABL
system.

4.2 SUGGESTIONS AND RECOMMENDATIONS

The following are the suggestions and recommendations based on the questionnaire.
 Among the subjects, students have average interest in learning English. So the reason must
be identified and rectified.
 Among the subjects, teachers felt that teaching English is very difficult – so, the problem
need to be identified.
 Discipline activity is at average level, this has to be improved by taking necessary steps.
 Most of the teachers felt that – much time is needed in this method to teach individually.
So, students – teachers ratio may be reconsidered.
 Most of the teachers felt that there is difficulty in maintaining the materials – so, the
process of material maintenance maybe altered.
 Most of the teachers feel uncomfortable in sitting with the children’s in the mat – so, some
alternatives maybe considered.
CONCLUSION:
Overall, the implemented ABL system has increased the performance of the students
(performance in terms of – Increased students speed of learning and capability, Improved
children’s Intelligence in Academics, Improved relationship between students and teachers,
Increased students Eagerness, Interest and Engagement towards subjects, Improved Group
Activity, Improved self confidence, self learning, Discipline, creativity and Participation, ).
Teachers satisfaction level and service quality also increased.
On the other hand there are some difficulties and downsides in implementing the ABL
system. Such as teachers have to perform multi task simultaneously, Record keeping is
difficult.
Overall it can be concluded that the implemented ABL system in primary education in
Tirunelveli district is Effective and the Impact is favorable to both students and teachers
BIBLIOGRAPHY
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Graw Hill. 9th Edition
 K.N.Krishnaswamy. Appa Iyer Sivakumar and M.Mathirajan. (2006) Management
Research methodology, Pearson Edition

REFERENCES:
 ATriggerforChangeinPrimaryEducation:AnEvaluationofABLinTamilNadu,2009 R.Akila
 ACTIVITY BASED LEARNING A Report on an Innovative Method in Maharashtra By
S. Anandalakshmy Ph.D.
 Activity Based Learning Effectiveness of ABL under SSA June 2007 – April 2008
 ACTIVITY-BASED LEARNING IN CHENNAI Amukta Mahapatra
 Mainstreaming Child Centered Learning, activity-based learning in Maharashtra, India –
Amukta Mahapatra
 EFFECT OF PEER GROUP ACTIVITY-BASED LEARNING ON STUDENTS’
ACADEMIC ACHIEVEMENT IN PHYSICS AT SECONDARY LEVEL - Safqat Hussain1,
Saeed Anwar2, Muhammad Iqbal Majoka2
 ACTIVITY BASED LEARNING (ABL) –A PARADIGM SHIFT UNDER SARVA
SHIKSHA ABHIYAN S. Balasubramanian
 Effectiveness of Activity – Based – Learning Methodology for Elementary School
Education _ Paper Submitted for National Child Rights Research Fellowship 2010 CRY -Dr.
Prabha Hariharan Coimbatore Maharashtra India April – 2011
 Why use activity based learning in the young learner classroom? - Wendy Superfine
 http://en.wikipedia.org/wiki/Activity-based_learning_in_India
 http://www.ssa.tn.nic.in/CurrActivities-A.htm
 http://www.unicef.org/india/education_1546.htm
 http://www.helium.com/items/1826286-activity-based-learning-advantages-
disadvantages-education
 http://www.ssa.tn.nic.in/
 http://www.best-teaching.com/0605103-activity-based-teaching-strategies/
 http://ravicrcgamdi.blogspot.in/2010/03/abl-description.html