1

Impact of Activity Based Teaching on Student’s Learning at Elementary Level

CHAPTER 1

1/1 INTRODUCTION

Education is one of the most important factors in achieving the developmental goals

of a country. Science is one among those subjects which is an essential element of

education. Science is of great value and introduces the new ways of thinking

reasoning and living. It develops the consciousness among the individuals. Science is

a subject which broadens the horizon of an individual and develops various skills and

provides opportunity for the professional growth of an individual. Science has become

a great value in the present day; Science has spread its net on all over the fields of life.

Before the days of early printing when books were not easily available, the knowledge

was impacted by the teachers from their own store by lecturing and discussion. With

the advancement of educational technology and educational research the educationists

evolved many teaching skills and techniques, which resulted in effective teaching.

Biological science is such a subject which includes the skills, techniques, Methods,

laboratory experiments, field study and so on. The teachers are required to teach in

such a way that the students should learn better, understand well and also feel

interested while learning. Hence in every school, there is need for Biological science

laboratory to do experiments and activities to develop scientific attitude, creativity,

interest and attitude to get knowledge of handling equipments and to practice skills.

Through practical knowledge a child learns better and understands the concepts

clearly. Hence, activity based method of teaching is very essential to develop

scientificism among the students at the secondary level.

1.2 BACKGROUND OF THE STUDTY

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Impact of Activity Based Teaching on Student’s Learning at Elementary Level

Activity based method of teaching is one of the important methods of teaching

science. It plays a significant role basically in the development of scientific attitude

among the secondary students which is very much lacking nowadays. It develops

important process skills among the students such as observation, classification,

comparison, Drawing Conclusions, reasoning arranging and handling the apparatus

and, conducting the experiment, drawing the figures, labeling parts, reading the scales,

recording and reporting the inferences, making necessary interpretations and arriving

at conclusions. This novel experience in the laboratory situation develops scientific

sensibility, scientific awareness and scientific outlook among the students. With these

qualities, the students work and conduct experiments like that of an original

discoverer as a scientist. When this is achieved, there is no doubt that activity-based

method of teaching science will definitely develop and mould our students at the

secondary level into future, promising scientists of our country. There is a need for

Activity based method of teaching in secondary schools because the students are

shown concrete things. They are not to be allowed to have false imagination. Teaching

is aimed performance by the students in the examinations and not at all rote learning

of the subject matter.

Activity-Based Teaching

In the light of the above discussion, it springs that activity based method of teaching is

a very important method of teaching science. Activity-based method of teaching

serves two major purposes in teaching - learning process.

Firstly; activity based method of teaching allows for the systematic an meaningful

gradation of teaching learning materials in the teaching learning process according to

the need, demand and context of the learner, society and the learning process.
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Impact of Activity Based Teaching on Student’s Learning at Elementary Level

Secondly; it allows the learners as well as teacher to be always alert in the teaching

learning process physically, mentally as well as emotionally. Activity based method of

teaching establishes the relationship between students and many other aspects of

teaching learning such as learning materials, text books, evaluation procedures and so

on. Activities based teaching has been introduced in schools and the key tracts of this

methodology are as follows.

 Child centered

 Task based

 Develops curiosity, creativity

 and collaboration among the students.

 Leads to joyful Learning.

 Makes the school an oasis of encouragement for Children.

Quality of education basically depends on the method of teaching adopted by the

teachers in the classroom. For the successful development of an individual, the

academic achievement is important, which exclusively depends on the methods of

teaching.

Thus in the light of above discussion regarding the importance of

Activity - based method of teaching, the investigator has felt to undertake the present

study as the research work.

 I hear, and I forget.

 I see, and I remember.

 I do, and I understand.

Hence, unanimously it is felt that there is need for a change in our mode of Teaching

and learning as an activity- based method of teaching provides simple yet dynamic
 4
Impact of Activity Based Teaching on Student’s Learning at Elementary Level

tools for an effective classroom teaching and also taps into source of energy and good

will that would enable students to innovate and manage change.

1.2 STATEMENT OF THE PROBLEM

Though this research, the researcher wants to” Impact of Activity Based Learning

Teaching Method on Students Learning at Elementary Level”

1.3 OBJECTIVES OF THE STUDY

 To find out the achievement of pupils when taught by activity oriented

Methods?

 To find out the achievement of pupils when taught by activity Based

Learning?

 To find out the achievement of pupils when taught by

Conventional textbook approach?

 To compare the achievement (total and objective-wise) of pupils taught by

activity Based Learning, with conventional textbook approach?

 To compare the achievement (total and objective-wise) of pupils taught by

activity-oriented method-I1 with conventional textbook approach?

 To compare the achievement (total and objective-wise) of pupils taught by

activity-oriented method-I with activity-oriented method?

 To compare the retention (total and objective-wise) of pupils taught by

activity-oriented method-I with conventional textbook approach.

 To compare the retention (total and objective-wise) of pupils taught by

activity-oriented method-11 with conventional textbook approach?

 To compare the retention (total and objective-wise) of pupils Taught by

activity-oriented method-I with activity-oriented presentation.

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Impact of Activity Based Teaching on Student’s Learning at Elementary Level

into compare the achievement of pupils at different levels of

Intelligence when taught by activity-oriented methods-I and 11.

1.4 Importance of Activity-based Teaching

 It saves teacher’s time and effort as it is easier to perform experiment than to

supervise.

 It helps to promote relevant and useful discussions in the class –rooms and

also provides opportunity to Question and to review.

 . It is one of the best techniques of teaching to get the participation of the

students.

 Activity-based method of teaching helps the students keep busy in various

activities like observing, taking notes, answering and questioning, drawing

diagrams and so on.

 Activity-based method of teaching helps the students in the development of

knowledge and skills.

 Activity-based method of teaching helps the students to develop competencies

at mastery level in the teaching learning area minimizing the teacher’s

dominance in the class -room situations.

 Activity-based method of teaching facilitates self expressions among the

students by providing adequate opportunities.

 Activity-based method of teaching helps the students in developing the

desirable attitude towards learning with more attention, interest and

motivation.
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Impact of Activity Based Teaching on Student’s Learning at Elementary Level

 Activity-based method of teaching provides a realistic, practical, learner

centered and utilitarian values to the teaching learning process.

 Activity-based method of teaching helps the pupils to have clear conception of

ideas, information, facts and principles. Students can have insight and better

understanding of various complicated and difficult topics.

 Activity-based method of teaching helps to bring change in the Atmosphere of

the class. The traditional monotony goes away.

 In Activity-based method of teaching, the attitude of the teacher is very

friendly. The pleasant and natural atmosphere thus created, greatly helps

proper learning.

 Activity-based method of teaching helps the pupils to develop scientific

attitude and get training in scientific method.

 Activity-based method of teaching is most convenient, easy and natural way

of learning.

 Large number of students can be taught at a time.

1.5 ASSUMPTION

1. Teacher can’t teach a large number of students at a time.

2. Activity-based method of teaching can’t develop the desirable attitude towards

learning with more attention, interest and motivation.

1.6 DELIMIATION

The population to conduct the research is very vast. It is very difficult for

researcher to reach to each and every member of population in limited sources so, the

researcher limited his study to follow the Govt. schools of city Sahiwal.

1.7 PROCEDURE OF THE STUDY

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Impact of Activity Based Teaching on Student’s Learning at Elementary Level

Questionnaire tool is adopted for this research and it is filled by students from 15 govt

schools in city Sahiwal. The researcher constructs 10 questions after coordination with

the supervisor. The schools are selected by random sampling due to limited time and

resources. Then after filing of questionnaire date is analyzed by marking tables and

graph by % age method then conclusion is made the recommendations are given

1.8 POPULATION

All the students of Govt. primary level school in city Sahiwal are the population

of this research.

1.9 SAMPLE AREA

It includes different schools of Govt. situation near in Sahiwal city.

1.10 MY RESEACH TOOL

I selected questionnaire as my research tool. According to my opinion this

Method is effective to get different view of different people in limited time. I develop

questionnaire keeping in mind the following things:

 The statement must be clear so that people will better understand

 • Sentence structure must be right students will understand better

1.11TYPES OF QUESTIONAIRE

I used question in (Yes/No) are used in research tool.

1.12 DATA ANALSIS

The data was analyzed through percentage and tables

Percentage +𝑉𝑎𝑙𝑢𝑒𝑜𝑓𝑜𝑛𝑐𝑜𝑚𝑝𝑜𝑛𝑒𝑛𝑡× 100

𝑉𝑎𝑙𝑢𝑒𝑜𝑓𝑎𝑙𝑙𝑟𝑒𝑠𝑝𝑜𝑛𝑑𝑒𝑛𝑡𝑠
 8
Impact of Activity Based Teaching on Student’s Learning at Elementary Level

CHAPTER2.

2.1 The Review of Literature.

Activity based learning is an interdisciplinary model and started to be applied by

Diane Bricker et al. from Oregon University for the first time. Regarding the curricula

that have been used since 2005, it may be seen that education is shaped with in-class

and extracurricular activities. This is why activities have become an inseparable part

of the classes (Öcal, 2012). Additionally, activity based learning is a range of

pedagogical approaches to teaching. Its main concern is based upon the fact that

learning should be based on doing some hands-on, minds-on or hearts-on experiments

and activities. The idea of activity based learning strategy is said to be rooted in the

common notion that children are active learners rather than passive recipients of

information. Some of the advocates of activity based learning strategy are the

Constructivists Psychologists as Dewey, Piaget, and Vygotsky etc. who believe in the

common notion that children are active learners rather than passive recipients of

information. Thus, if the learner is therefore provided with the opportunity to explore

their environment and provided an optimum learning environment then the learning

becomes joyful and long lasting. This learning strategy means reversing the traditional

teacher-centered understanding of the learning process and putting students at the

center of the learning process (Golji & Dangpe, 2016). The possibility of designing

activity based learning in a way that is suitable for its purpose is undeniably related to

what is understood from the concept of activity (Günay, 2013).

Describing/understanding this concept of learning in an objective and comprehensive

way, will lead it to become an element that will increase the efficiency of this learning

method. Activities in learning are various tools used by individuals who take part in
 9
Impact of Activity Based Teaching on Student’s Learning at Elementary Level

learning environments to materialize abstract concepts and carry out teaching in a

more effective way (Gürbüz, Çatlıoğlu, Birgin, & Erdem, 2010).

There are different types of activities (research based activity, practical investigations,

problem solving activity, project work etc.) which can become instrumental in the

teaching and learning process. These activities help students build their knowledge of

mathematics concepts and procedures. Activity based learning gives them an

opportunity to explore their own self. It provides students with a smiler set of

experiences so everyone can participate in discussion on a level of playing field,

despite their socio-economic status. It compels student thinking by requiring

understanding of the observed events, rather than memorizing the correct responses. It

encourages questioning of the observed events and the resulting data. It promotes

cause and effect thinking and diminishes dependence upon authority (Malhotra et al.,

2015). Also, usage of activities in learning environments puts the students into the

center, provides richer learning opportunities, leads students to use and love

mathematics, makes mathematics teaching fun, provides opportunities to take notes on

and discuss mathematics, and leads to increases in encouragement of students (Gürbüz

et al., 2010). As long as students find the content and method of teaching for the

subject’s fun and interesting, they actively take part in the learning experience.

National and international literature contains various study results on the importance

of activity based learning, and its effects on academic achievement and attitudes

towards mathematics it is applied in. Ayhan (2011) investigated the effects of activity

based learning on the success of 8th grade secondary school students. It was reported

that they were able to reach the relationships between given models or data more

easily and correctly as the activities progressed. As activities progressed, the students
 10
Impact of Activity Based Teaching on Student’s Learning at Elementary Level

expressed the relationships that obtained from the models or problems given in the

activities quickly and correctly. In the experimental study, it was determined that

activity based learning affected the teaching of probability concepts positively. This

learning approach in question not only made the process fun, but also made learning

meaningful. Additionally, Günay (2013) investigated the success effects of different

ways of organization of activity based learning content in secondary school

mathematics. In the study, it was reported about the activities used for teaching that;

activities where text and image were given as integrated (prepared based on the

principle of physical integration) led the students to have higher posttest results in

comparison to activities given in the form of text-only or image-only, and caused

reduced amounts of cognitive effort required. The above experiment clearly shows

that there exist a wide gulf between theory and practice. In school science the

laboratory appears not to be providing the link with theory which had been expected.

Teachers must not assume that students are making the link between the theory and

practice.

2.2 How Activity Based Learning is Effective in Teaching.

Today science is progressing at a furious pace and it has surpassed all the miracles of

mythology. There is not even a single area which is left out by the magical touch of

science. By exploiting the inquisitive nature of man science goes on changing minute

by minute and constructing new knowledge day by day. It has reached to such a

dimension that it nearly doubles every ten years. This is an age of knowledge

construction and it is an alarming fact that in India knowledge is more received than

constructed. Our schools also stick to conventional methods of teaching which gives

importance to receiving. It is time that we bring about a sea change to this strategy. It
 11
Impact of Activity Based Teaching on Student’s Learning at Elementary Level

is rightly said that to know how to suggest is the art of teaching. Since science is an

advancing subject students are finding it hard to cope with the immense amount of

data that is being generated. The teachers too must devise new strategies and methods

to assimilate the scientific knowledge and disseminate it among the students. The

known knowledge of the teacher about the concerned subject must be presented as a

problem before the students from which they must be able to derive a solution. Such

an experience will lead the students to know about the unknown. We are living in a

century which has witnessed the tremendous growth of science and the radical

changes it has brought into our life.

2.3 THE ACTITIY CURRICULUM AND ITS IMPORTANCE

"Researchers have identified four types of learning styles:

activists who learn best from activities while they are engrossed in them; reflectors,

who learn from activities which they have had the chance to review; theorists, who

benefit from activities when they are offered as part of a concept or theory; and

pragmatists, who learn best when there is a direct link between the subject matter and

a real-life problem" (The New Indian Express).

2.4 New trends in learning: strategies

Nowadays, Biology and Biotechnology are the fastest growing branches of science in

which immense research work is being conducted. Innovative methods of teaching can

be effectively implemented in teaching Biology so that it improves the grasping power

of students and makes the subject more interesting.

A study on secondary school students by Johnson (1970) examined the effects of

tangible activities on success in teaching geometrical concepts. The study presented

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Impact of Activity Based Teaching on Student’s Learning at Elementary Level

the significance of tangible activities in teaching geometrical concepts and concluded

that tangible nature of activities will increase student success even more. Douglas and

Joke (2016) found that activity based learning pedagogy may play an essential rule in

increasing teachers’ experiences and skills of integrating technology into teaching

activities. Additionally, they reported that table-supported activity based teaching

encouraged student-centered in-class practices and supported the arguments that it has

a potential to improve mathematics success. In one study, Bassett, Martinez, and

Martin (2014) investigated the effects of the method of activity based learning and

teacher-guided learning in science teaching on student success. As a result of the

experimental study, the success rate of the students in the classroom with teacher-

guided.

The findings of relevant studies in the literatures show the importance of activity

based learning on students’ math achievement and their attitudes towards activities.

However, there are no studies that investigate the effects of this learning approach on

both the academic success levels of students and their attitudes towards mathematics

activities. Therefore, there is a need for research on this subject. This study has

significant in terms of satisfying this need in the literature. Considering the related

findings in the literature, no study was found to investigate the attitudes towards

conducting mathematics activities which is expected to predict student success in

mathematics classes to a significant extent. The attitudinal description of the study

will consist of determining the attitude changes in students in cases where the

requirements of activity based learning are met, and prediction of these. This

significance will contribute to interpreting the data obtained in relation to the study
 13
Impact of Activity Based Teaching on Student’s Learning at Elementary Level

field and sharing them with stakeholders, reaching qualified learning in the area of

mathematics teaching, and raising awareness about achieving permanent learnings.

This study is conducted to provide a framework analysis about how activity based

learning approach enhance sixth grade students’ math achievement for the subject of

“integers” in comparison to traditional learning, and some information according to

their attitudes. Specifically, this study aims at finding answers to the following

questions:

1. Is there a difference between the posttest success scores of the experiment group

which took activity based learning and the control group which took traditional

learning, when their pretest success scores are controlled?

2. Is there a difference between the posttest attitude scores of the experiment group

which took activity based learning and the control group?

2.5. Activities which can be performed in class room situation

According to Ediger, 1996 it is important for the science teacher to provide a variety

of learning activities for pupils. This would be important for the following reasons:

1. Pupils have different learning styles.

2. Different levels of achievement in science exist within any Class of pupils.

3. Not all pupils, of course, benefit equally from the same

activity.

4. Teachers have different teaching styles.

5. Selected learning activities capture the interests of pupils more than do other kinds

of experiences.

6. Individuals desire new experiences.

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Impact of Activity Based Teaching on Student’s Learning at Elementary Level

7. Monotony in activities hinders pupils in developing proper motivation toward

learning.

Educationists have identified many activities which can be given in class room

situation. The activities listed below can easily be provided in one form or the other:

(i) Oral activities: such as inviting questions and answers, narrating experiences and

participating in general class discussions.

(ii) Written experiences: such as selecting and copying relevant material from books

and journals, seeking information, making summaries, writing short book review,

taking notes

and drawing diagrams.

(iii) Visual activities: such as reading and interpreting charts, diagrams and graphs,

studying apparatuses, specimens and pictures, seeing films and film strips, and

gathering

information from bulletin boards.

Specimens of the skills mentioned under 'Designing and conducting experiments'

could not be included since the study was done in Standard VIII). There were enough

opportunities for students in Exp.Gp.-I1 (taught by activity-oriented method-11) also

to develop many of the skills. The control group was taught by conventional textbook

approach.
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Impact of Activity Based Teaching on Student’s Learning at Elementary Level

CHAPTER 3.

RESEARCH METHODOLOGY

3.1 Limitation Population

Our topic related to very vast field of research, so it is not possible for us to cover it all

aspect.

3.2 Sample Area

It includes different schools of Govt. and private situated in/near Sahiwal city.

3.3 Definition of Research Tool

A specific tool which is used in the process of research is called research tool.

3.4 My Research Tool

I selected questionnaire as my research tool. According to my opinion this

method is effective to get different view of different people in limited time. I develop

a questionnaire keeping in mind the following things:

 What is the literacy rate of the people living in surroundings?

 The statement of must be clear so that people may understand.

3.5 Types of Questionnaire

I used questions in (yes, no) conditions are used in research tool.

3.6 Important Note

I kept in mind the following main points, while administration and analyzing

the questionnaire:
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Impact of Activity Based Teaching on Student’s Learning at Elementary Level

 Purpose of study

 Length of questionnaire

 Purpose of questionnaire

 Language of questionnaire

 Leading question

 Sequence of questionnaire

 Reliability of questionnaire

 Validation of questionnaire

 Basic theme of questionnaire

 Level of respondents

 Moral and social acceptance

 Administration of questionnaire

3.7 Characteristics of Good Research Tool

A good research tool contains the following main points:

 It is highly valid i-e validity

 It is highly reliable i-e reliable

3.8 Characteristics of Good Questionnaire

A good questionnaire has the following main characteristics:

 Its instructions should be clear

 Its statement should be clear

 It should be attractive to receive the attention of the respondent

 It should be very short

 All the questions should be relevant

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Impact of Activity Based Teaching on Student’s Learning at Elementary Level

3.9 Distribution of Questionnaire

I decided to distribute the questionnaire personally instead of asking questions.

The copies of questionnaires were distributed in the near and surrounding areas. Their

answer will be only in “Yes” or “No”. The people are asked to respond the

questionnaire within the few days.

3.10 Return of Questionnaire

After few days, we collected the questionnaire from people of the research

areas. Majority of them give positive responses and within the limited time.

Limitation of questionnaire distribution:

 Sometimes people do not answer the questions

 Sometimes it is very difficult to construct a simple questionnaire about the

problem.

 Due to less literacy rate in the developing areas, sometime people find difficult

to answer the question.

 Sometime people hesitate to answer due to the certain circumstances.

 The rate of questionnaire return through may very low, about 50% of total

posted questionnaire.

 Selected Sahiwal city on our population area of research.

 18
Impact of Activity Based Teaching on Student’s Learning at Elementary Level

Chapter 4

Table for Research Survey

 Name………………………Sex………………………. Date…………………

 Respectful./Miss……………………………………………………………

 This questionnaire is given you only for the purpose of research. The

information got by it will be used only for the research purpose.

 Thanks for your cooperation. Please tick () your choice.

No. Questionnaire Govt. Private

for teachers YES NO NORESPOE YES NO NORESPONS
1 the achievement 60% 33% 7% 90% 8% 2%
of pupils when
taught by activity
oriented
Methods?
2 the achievement 97% 3% 0% 96% 2% 2%
of pupils when
taught by activity
Based
Learning?
3 It helps to 67% 30% 3% 90% 0% 4%
promote relevant
and useful
discussions in the
class–rooms?
4 It is one of the 65% 33% 2% 100% 0% 0%
best techniques
of teaching to get
the participation
of the students.
5 Activity-based 33% 60% 7% 70% 20% 10%
method of
 19
Impact of Activity Based Teaching on Student’s Learning at Elementary Level

teaching helps
the students in
the development
of knowledge
and skill?
6 Activity-based 90% 0% 10% 70% 20% 10%
method of
teaching
facilitates self-
expressions
among the
students by
providing
adequate
opportunities?
7 Activity-based 70% 10% 10% 90% 5% 5%
method of
teaching helps
the students in
developing the
desirable
attitude?
8 Activity-based 100% 0% 0% 100% 0% 0%
method of
teaching helps
the pupils to have
clear conception
of ideas?
9 Activity-based 67% 33% 0% 100% 0% 0%
method of
teaching helps to
bring change in
the Atmosphere
of the class?
10 In Activity-based 67% 33% 0% 100% 0% 0%
method of
teaching, the
attitude of the
teacher is very
friendly?
 20
Impact of Activity Based Teaching on Student’s Learning at Elementary Level

No. Questionnaire Govt. Private

for teachers YES NO NORESPOE YES NO NORESPONS
1 the achievement 60% 33% 7% 90% 8% 2%
of pupils when
taught by
activity oriented
Methods?

GOVT SCHOOL

7%

31%

62%

Yes No No Response

PRIVATE SCHOOL

8% 2%

90%

Yes No No Response
 21
Impact of Activity Based Teaching on Student’s Learning at Elementary Level

No Questionnaire Govt. Private

for teachers YES NO NORESPO YES NO NORESPON
. E S

2 the achievement 97% 3% 0% 96% 2% 2%

of pupils when
taught by
activity Based
Learning?

GOVT SCHOOL

3%

97%

Yes No No Response

PRIVATE SCHOOL

2%
2%

96%

Yes No No Response
 22
Impact of Activity Based Teaching on Student’s Learning at Elementary Level

No. Questionnaire Govt. Private

for teachers YES NO NORESPOE YES NO NORESPONS
3 It helps to 67% 30% 3% 90% 8% 4%
promote relevant
and useful
discussions in the
class–rooms?

GOVT

3%

30%

67%

Yes No No Response

PRIVATE

4%
8%

88%

Yes No No Response
 23
Impact of Activity Based Teaching on Student’s Learning at Elementary Level

No. Questionnaire Govt. Private

for teachers YES NO NORESPOE YES NO NORESPONS
4 It is one of the 65% 33% 2% 100% 0% 0%
best techniques
of teaching to get
the participation
of the students.?

Chart Title

2%

33%

65%

Yes No No Response

Chart Title

100%

Yes No No Response
 24
Impact of Activity Based Teaching on Student’s Learning at Elementary Level

No. Questionnaire Govt. Private

for teachers YES NO NORESPOE YES NO NORESPONS
5 Activity-based 33% 60% 7% 70% 20% 10%
method of
teaching helps
the students in
the development
of knowledge
and skill?

Chart Title

7%

33%

60%

Yes No No Response

Chart Title

10%

20%

70%

Yes No No Response
 25
Impact of Activity Based Teaching on Student’s Learning at Elementary Level

No. Questionnaire Govt. Private

for teachers YES NO NORESPOE YES NO NORESPONS
6 Activity-based 90% 0% 10% 70% 20% 10%
method of
teaching
facilitates self-
expressions
among the
students by
providing
adequate
opportunities?

GOVT

44%

56%

Yes No No Response

PRIVATE

10%

20%

70%

Yes No No Response
 26
Impact of Activity Based Teaching on Student’s Learning at Elementary Level

No. Questionnaire Govt. Private

for teachers YES NO NORESPOE YES NO NORESPONS
7 Activity-based 70% 10% 10% 90% 5% 5%
method of
teaching helps
the students in
developing the
desirable
attitude?

GOVT

11%

11%

78%

Yes No No Response

PRIVATE

5%
5%

90%

Yes No No Response
 27
Impact of Activity Based Teaching on Student’s Learning at Elementary Level

No. Questionnaire Govt. Private

for teachers YES NO NORESPOE YES NO NORESPONS
8 Activity-based 70% 20% 10% 80% 10% 10%
method of
teaching helps
the pupils to have
clear conception
of ideas?

GOVT

10%

20%

70%

Yes No No Response

PRIVATe

10%
10%

80%

Yes No No Response

No. Questionnaire Govt. Private

 28
Impact of Activity Based Teaching on Student’s Learning at Elementary Level

for teachers YES NO NORESPOE YES NO NORESPONS

9 Activity-based 67% 33% 2% 100% 0% 0%
method of
teaching helps to
bring change in
the Atmosphere
of the class?

Chart Title

2%

32%

66%

Yes No No Response

Chart Title

100%

Yes No No Response

No. Questionnaire Govt. Private

for teachers YES NO NORESPOE YES NO NORESPONS
 29
Impact of Activity Based Teaching on Student’s Learning at Elementary Level

10 In Activity-based 65% 33% 2% 100% 0% 0%

method of
teaching, the
attitude of the
teacher is very
friendly?

GOVT

2%

33%

65%

Yes No No Response

PRIVATE

100%

Yes No No Response

Chapter 4
 30
Impact of Activity Based Teaching on Student’s Learning at Elementary Level

Table for Research Survey

 Name……………………… Sex……………………….

Date………………………….

 Respectful. /Miss…………………………………………………………

 This questionnaire is given you only for the purpose of research. The

information got by it will be used only for the research purpose.

 Thanks for your cooperation. Please tick ( ) your choice.

No. Questionnaire Govt. Private

for students YES NO NORESPOE YES NO NORESPONS
1 I m satisfied with 60% 33% 7% 90% 8% 2%
Activity-based
method of teaching
helps me in the
development of
knowledge and
skills?
2 I am satisfied 97% 3% 0% 100% 0% 0%
Activity-based
method of teaching
facilitates my self-
expressions?
3 I am satisfied with 67% 30% 3% 90% 0% 4%
this methodin
developing the
desirable attitude?
4 I am satisfied with 65% 33% 2% 100% 0% 0%
this methodeasy and
natural way of
learning
?
5 I am satisfied with 33% 60% 7% 70% 20% 10%
this method create
friendly
 31
Impact of Activity Based Teaching on Student’s Learning at Elementary Level

environment?
6 I am satisfied this 90% 0% 10% 70% 20% 10%
method gives us new
learning?
7 I am satisfied with 70% 10% 10% 90% 5% 5%
my teacher method?
8 I am satisfied my 100% 0% 0% 100% 0% 0%
teacher gives me
feedback on my
homework?
9 I am satisfied this 67% 33% 0% 100% 0% 0%
method gives my
insight and
betterunderstanding
of various
complicated and
difficult topics.?
10 I am satisfied with 67% 33% 0% 100% 0% 0%
my teacher method
helps to bring change
in the Atmosphere of
the class?

No. Questionnaire Govt. Private

for teachers YES NO NORESPOE YES NO NORESPONS
 32
Impact of Activity Based Teaching on Student’s Learning at Elementary Level

1 I m satisfied with 60% 33% 7% 90% 8% 2%

Activity-based
method of teaching
helps me in the
development of
knowledge and
skills?

GOVT

7%

33%

60%

Yes No No Response

PRIVATE

9%
7%

83%

Yes No No Response

No. Questionnaire Govt. Private

 33
Impact of Activity Based Teaching on Student’s Learning at Elementary Level

for teachers YES NO NORESPOE YES NO NORESPONS

2 I am satisfied 97% 3% 0% 100% 0% 0%
Activity-based
method of teaching
facilitates my self-
expressions?

GOVT

8%

92%

Yes No No Response

PRIVATE

100%

Yes No No Response

No. Questionnaire Govt. Private

for teachers YES NO NORESPOE YES NO NORESPONS
3 I am satisfied with 67% 30% 3% 90% 0% 4%
 34
Impact of Activity Based Teaching on Student’s Learning at Elementary Level

this methodin
developing the
desirable attitude?

GOVT

3%

30%

67%

Yes No No Response

PRIVATE

4%

96%

Yes No No Response

No. Questionnaire Govt. Private

for teachers YES NO NORESPOE YES NO NORESPONS
4 I am satisfied 65% 33% 2% 100% 0% 0%
with this
 35
Impact of Activity Based Teaching on Student’s Learning at Elementary Level

methodeasy and
natural way of
learning
?

GOVT

2%

33%

65%

Yes No No Response

PRIVATE

100%

Yes No No Response

No. Questionnaire Govt. Private

for teachers YES NO NORESPOE YES NO NORESPONS
 36
Impact of Activity Based Teaching on Student’s Learning at Elementary Level

5 I am satisfied 33% 60% 7% 70% 20% 10%

with this method
create friendly
environment?

GOVT

7%

33%

60%

Yes No No Response

PRIVATE

10%

20%

70%

Yes No No Response

No. Questionnaire Govt. Private

for teachers YES NO NORESPOE YES NO NORESPONS
 37
Impact of Activity Based Teaching on Student’s Learning at Elementary Level

6 I am satisfied this 90% 0% 10% 70% 20% 10%

method gives us
new learning?

GOVT

10%

90%

Yes No No Response

PRIVATE

10%

20%

70%

Yes No No Response

No. Questionnaire Govt. Private

 38
Impact of Activity Based Teaching on Student’s Learning at Elementary Level

for teachers YES NO NORESPOE YES NO NORESPONS

7 I am satisfied 80% 10% 10% 90% 5% 5%
with my teacher
method?

GOVT

10%

10%

80%

Yes No No Response

PRIVATE

5%
5%

90%

Yes No No Response
 39
Impact of Activity Based Teaching on Student’s Learning at Elementary Level

No. Questionnaire Govt. Private

for teachers YES NO NORESPOE YES NO NORESPONS
8 I am satisfied my 100% 0% 0% 100% 0% 0%
teacher gives me
feedback on my
homework?

GOVT

100%

Yes No No Response

PRIVATe

100%

Yes No No Response
 40
Impact of Activity Based Teaching on Student’s Learning at Elementary Level

No. Questionnaire for Govt. Private

teachers YES NO NORESPOE YES NO NORESPONS
9 I am satisfied this 67% 33% 0% 100% 0% 0%
method gives my
insight and
betterunderstanding
of various
complicated and
difficult topics.?

GOVT

33%

67%

Yes No No Response

PRIVATE

100%

Yes No No Response

No. Questionnaire Govt. Private

 41
Impact of Activity Based Teaching on Student’s Learning at Elementary Level

for teachers YES NO NORESPOE YES NO NORESPONS

10 I am satisfied 67% 33% 0% 100% 0% 0%
with my teacher
method helps to
bring change in
the Atmosphere
of the class?

GOVT

33%

67%

Yes No No Response

PRIVATe

100%

Yes No No Response

Chapter # 5.
 42
Impact of Activity Based Teaching on Student’s Learning at Elementary Level

CONCLUSION, DISCUSSION AND

RECOMMENDATIONS

5.1CONCLUSION

This study investigated the effects of activity based learning on sixth grade students’

mathematics achievement in comparison to traditional learning, and determines their

attitudes towards activities. Based on the findings obtained, both in-group and inter-

group comparisons were made in the experiment group that received activity based

education and the control group that received traditional education, relevant

discussions were included, and recommendations were made.

Considering the pretest results of the experiment group students and traditionally

taught control group students in teaching the subject of integers in the sixth grade of

secondary school, a noticeable difference was found to be in favor of the experiment

group students in terms of the posttest math academic success scores. In this study, it

was found that the experiment group students were academically more successful in

comparison to the control group students. Therefore, we can say that activity based

education in mathematics teaching may increase the academic success of the students

in comparison to traditional education. The reason for this may be that activities in

mathematics classes provide opportunities to work with tangible materials and

increase the motivation of the students this way. Additionally, it may be considered

that the presentation and content of the activities made it easier to learn the subject

and relate it to daily life. However, as it was thought that this training was not

sufficient in scope of this study, the duration of training may be increased and more

activities may be included in further studies.

 43
Impact of Activity Based Teaching on Student’s Learning at Elementary Level

5.2DISCUSSION

In this study that was conducted in the scope of teaching the mathematics subject of

integers, a significant difference was found as opposed to expectations between the

attitudes of the students in the activity based experiment group and the traditional

control group in terms of their attitudes towards mathematics activities. In other

words, while it was expected that the students who received activity based education

would develop positive attitudes towards practicing mathematics activities, the result

was the opposite

As a conclusion of this study, it was seen that activity based learning activities

improve students’ academic achievements and attitudes towards activities. This study

also obtained results that demonstrated that activity based education may be utilized

more than traditional education in teaching the mathematics subject of integers.

However, the findings in the study were limited to the numbers of the students in the

experiment and control groups, and the data collected by the success test and attitude

scale applied to these students. This may be implemented on a larger sample with

application of different tests and scales, data may be collected, and the effectiveness

of the activity based learning approach on success and attitude may be investigated. In

conclusion, it is expected that the activity based learning method will lead to positive

results on the academic success levels of students in case of its implementation in the

mathematics curriculum, and it is recommended that similar studies are conducted on

different teaching-education levels and with different subjects and fields.

5.3RECOMMENDATIONS

At Elementary level a class, a typical 45-minute observation saw on an average of

about one-third of the students „working‟ on their cards and engaged in learning,
 44
Impact of Activity Based Teaching on Student’s Learning at Elementary Level

either directly or indirectly for about 10-15 minutes. Very few students, (about 2-6)

per class were seen continuously writing from their card during most of the 45-minute

session. This „working‟ was either, reading, reading to peers, listening the card being

read by peers, writing from the card to a slate, or notebook or blackboard, listening to

the teacher explain the card either individually or with a group of peers or writing in

their workbook. Some students, (about 3-5) in most classes observed, were

continuously searching for their card. When the student takes more than 5 minutes to

nearly 15 minutes, it was seen that the reason was that the required card was missing

from its place. So, the student was ABL Methodology 38 searching for it. When the

student had taken more than half hour at the card stand, it was learnt from the teacher

that the student was one of slow learners, who showed no interest and had to be

reprimanded and reminded to start his or her work. It was seen that sometimes the

teacher was able to notice such students while sometimes the teacher would not notice

them. Yet other times, the teacher would notice, yell at such students and then both

would just continue what they were doing.

A third category of students would keep the card in their hands, but would be doing

some other things instead of learning. A look at the students‟ eyes and actions would

indicate that the student was not at all engaged in card. These actions were looking

around, looking at the neighboring student’s work, fiddling with the card, speaking to

a friend or two in extremely low voice, drawing in note book, slate or work book even

if the card didn’t say to draw. The fourth category of students would be standing and

walking around trying to get their cards from friends, get some stationary etc, or

waiting for the teacher’s attention. In some classes, it has been observed that a queue

of at least 10 students was waiting for nearly 10 – 15 minutes for the teacher’s
 45
Impact of Activity Based Teaching on Student’s Learning at Elementary Level

attention. While in queue, they tend to get distracted and they tend to distract other

students who work with their cards. At such times, the general noise in the class was

observed to increase and needed the teacher to intervene.

Biblography/Rferences;

Abdelhamid T.S (2003).Evaluation of teacher student learning style disparity in

construction

management education, journal of construction education ,8(3),124-145.

Betts,M and Liow, SR (1993) the relationship between teaching methods and

educational objectives in

building education , construction management and economics ,11,131-141.

Bonwell, C AND Eison , J (1991). Active learning creating excitement in the

classroom ASHE ERIC

Higher education report retrived from www.oid.ucla.edu.active.learning -eric on 27th

March
 46
Impact of Activity Based Teaching on Student’s Learning at Elementary Level

2012.

Domin.DS(2007) student participation of when conceptual development occurs during

laboratory

instruction, chemistry Education Research and Practice, 2007, 8(2),140-152.

National policy of education 1986. A report New Delhi Government of India ,MHRD,

Department Of

Education .

KOLB .d.a(1984) Experimental learning. Englewood cliffs, NJ:Prentice Hall.

Rama , D.V(ed)1998.Learning by doing ,Washington ,DC:American Association for

Higher

Education.
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Impact of Activity Based Teaching on Student’s Learning at Elementary Level