Introducation

Current education system, has reinforced the vivacious position of English language day by day with
the advent of modern communication systems and the concept of globalization gaining ground in
the recent past. Existing learning theories such as behaviorism, cognitive, and constructivism, has
been in vogue before technology like computer and internet had come now. Teacher plays a role of
a facilitator in this concept. Advanced methods are employed to make learning more interesting.
Maintain an effective teaching and learning environment in the classroom is a vibrant aspect in the
development of students’ intelligence. Hence, the teachers are required to be adaptive to the
changing classroom and student needs’ such that the students enjoy the course and establish goals.
One such method is Activity Based Learning (ABL), which is defined as a learning process in which
students are constantly engaged (Helena, 2010). Activity Based Learning is defined as a setup where
students actively participate in the learning experience rather than sit as passive listeners.

The child being the focus of the education, today’s teacher makes a much greater effort to assure
that the subject-matter is appreciative to the capacity of his students. Hence, less limelight is to sing-
songs, recital of text-book material and unmotivated drills that comparatively less effective. Today’s
teacher emphasis the learner he looks to the students as the starting point for planning learning
experiences. The teacher today is fully an educator, vitally interested in developing all the capacities
of the child (Amuthavalli, 2018).
Hence, the impact the primary class teacher has on his/her children is endless. The teaching
methodologies employed by the teacher could direct and design the future of a child. Therefore, the
greater focus should be on the teaching methods employed by the teachers. Teaching a
Electronic copy available at: https://ssrn.com/abstract=3730568

language at the inception of a child’s education is a crucial task and selecting the correct teaching
method and materials could enhance or decrease the student’s perception on language for the rest
of his/her life.

Activity-based learning is a type of learning used in education and training process and based on
various activities. This style of learning helps students to understand the subject more actively. This
learning, which is used especially in learning outcomes, forms the basis of permanent learning. In
this way, the information desired to be taught is taught more easily. Activity-based learning, which
can be applied to the acquisitions in each curriculum, can also be used for teaching concept types. In
the research created for this purpose, the activity-based teaching of "classifies the types of
concepts" in the 2009 logic curriculum was examined. The study is important to show how the
activity-based teaching of the subject in the logic course can be. Therefore, “How should activity-
based teaching for the learning outcome of ‘perceives the types of concept’ taking place in the
teaching program of logic be?” The question constitutes the main problem of the study. Sample
activities related to the acquisition in the study are included. It is thought that these activities set an
example for effective learning with other gains.

Activity-based learning is a type of learning used in education and training process and based on
various activities. This style of learning helps students to understand the subject more actively. This
learning, which is used especially in learning outcomes, forms the basis of permanent learning. In
this way, the information desired to be taught is taught more easily. Activity-based learning, which
can be applied to the acquisitions in each curriculum, can also be used for teaching concept types. In
the research created for this purpose, the activity-based teaching of "classifies the types of
concepts" in the 2009 logic curriculum was examined. The study is important to show how the
activity-based teaching of the subject in the logic course can be. Therefore, “How should activity-
based teaching for the learning outcome of ‘perceives the types of concept’ taking place in the
teaching program of logic be?” The question constitutes the main problem of the study. Sample
activities related to the acquisition in the study are included. It is thought that these activities set an
example for effective learning with other gains.

The aim of this study was to investigate the impact of activity- based teaching on the students‟
achievement in Physics at secondary level. Thirty (30) lessons were selected from 9th class Physics
for this study. All the science students of secondary schools of Khyber Pakhtunkhwa, studying
Physics at the 9th grade, constituted the population. A sample of 50 students was randomly selected
from Govt. Secondary School Behzadi Chakr Kot Kohat. „Pretest-Posttest Control Group Design‟ of
experimental research was selected for this research study. Two MCQs type achievement tests were
used as research tools for the data collection. Experimental group was taught with the help of
activities whereas the control group was taught the same lessons through traditional method of
teaching for the period of six (6) weeks. t-test was used to analyze the data. The results showed that
the activity- based teaching is more effective for the development of higher order skills in the
students.

In order to be able to turn individuals into effective learners, traditional teaching perspectives in
schools should be abandoned and innovative teaching attitudes should be adopted. Within this
context, in order to be able to attract learners to the activity of learning, teaching activities which
support learning through material designing process and which prioritize mutual interaction should
be used (Liao & She, 2009). Turkish science curriculum was renewed and modified radically
according to the requirements of the current age and community’s needs. The renewed curriculum
was developed in terms of the main philosophy of the constructivist learning and multiple intelligent
theories (Birgin and Çatlıoğlu, 2004; şahin, 2007). In the renewed curriculum, learning-teaching
processes have been quite affected from these theories. Science topics and activities were designed
according to these theories. It has been stated by researchers that there is a positive interaction
between constructivist learning theory and technology (Hennessy et al., 2007; Taş & Çepni, 2011).
Apart from the program of science and technology teaching as main written source material, the use
of technology has been emphasized in teaching subjects and concepts (MEB, 2006).

The aim of this research was to study the effect of activity-based teaching and traditional method of
teaching on students’ achievement in the subject of Mathematics at elementary stage. The research
was experimental based on pre-test, post-test control group design. Two units of geometry were
selected from seventh grade Mathematics for this research. Population of the study was the 120
students of seventh grade from GGHS Bhedian Pattoki, District Kasur, Punjab (Pakistan). Sixty
students of class seventh were taken randomly from Govt. Girls High School Bhedian Pattoki, District
Kasur. A pre-test was administered on them for equalizing the groups. Students were randomly
divided into two groups (experimental and control) according to the results of pre- test. Both tests
were developed from the seventh class Mathematics book for the compilation of data. Tests were
administered keeping cognitive domain in view. Selected unit 10 (exercise 10.1 to 10.4 and revision
exercise) and unit 12 (12.1 to 12.6 and revision exercise) from seventh class Mathematics book
prescribed by Punjab Text Book Board were taught to both groups (experimental and control) for a
period of eight weeks. Activities were used for experimental group only and other group was taught
traditionally. Time for the teaching Mathematics was 40 minutes daily to each group. Independent
sample t-test was applied on the pre-test and post-test scores to check whether there is a difference
in the performances of two groups. It was also concluded that students taught through activity
based teaching performed better in post-test. It is recommended that in future Mathematics may be
taught with activities at elementary level. Mathematics kit containing material for activities may be
provided to Mathematics teachers.