Activity Based Teaching And Learning At Secondary School Level Solved 8657 Thesis

Topic: Activity-Based Teaching And Learning At Secondary School Level Solved 8657 Thesis

Q.1 Why did you select this topic? Describe the variables in your topic. Also, identify constructs and sub-constructs of these variables of the research problem.

List of included Articles:

Article 1. Impacts of activity-based teaching in science subjects in secondary private schools of Karachi in the context of John Dewey’s theoretical perspectives

Article 2. Activity-Based Teaching, Student Motivation, and Academic Achievement

Article 3. Impact of Activity-Based Teaching Strategy on Gifted Students: A Case of Selected Junior Secondary Schools in Nigeria

Article 4. Impact Of Activity-Based Teaching on Students ‘Academic Achievements In Physics At the Secondary Level

Article 5. Effects of activity-based approach on the achievement of secondary school physics students in Ilorin metropolis, Kwara state

Review article 1:

Introduction

The dictionary defines science as “a branch of knowledge or study dealing with a body of facts or truths systematically arranged and learned by experiments showing the operation of general laws.” (Merriam-Webster). Science is nothing bus to prove the phenomena by experiments and continuously proved phenomena convert into theory and later law. Now it is an annoying situation that the subject, which needs experiments to prove every phenomenon, is being taught just by traditional teaching methods without practical activities. Natural laws are being taught by reading or explanation without any activity and this is a big hurdle to create interest of students at secondary level.

Karachi is the capital of Sindh and the biggest city of Pakistan. More than 5000 privately administrated schools are working in the Karachi region (BSEK). They are run either by individuals or by societies. Science is the key subject and teachers are dictating these laws in the class which can be memorized by students, but they cannot go to the depth of these laws and their understanding will be incomplete. This understanding and learning can be enhanced by using ABL (Activity Base Learning) methods in their classrooms.

Rapid changes in the world demand that students must have basic knowledge when they come forth to the modern world of science. If students do not have an interest in their scientific subjects just because of poor teaching methods then they will never make their progress in scientific subjects and they will be stuck in the way.

ABL method just fulfills the basis need of students of learning by doing as oral explanations cannot justify the laws or rules as practical activity would do. Just by oral demonstration students achieve knowledge but their learning cannot be completed until and unless they would not perform that activity and get the desired results on their own. If teachers start explaining the scientific laws by practical or activity methods, zeal must be aroused in students and the thirst for knowledge would definitely increase in them. But for this teachers have to teach with their heart and soul and with properly planned lesson planning.

This research is specially designed to analyze the positive and negative impacts of various teaching methods used by different teachers in Karachi and compare them with activity base learning methods and try to bring the differences. This study will try to prove the importance of activity-based methods in the learning process of students of scientific subjects.

Variable

Teacher, teaching methods, Activity based learning, Science, strategies, policies, secondary level

Constructs and sub-constructs

Teachers’ teaching methods help students begin to understand the process of learning. Strategies help students to avoid their areas of weakness and to perform at the level at which they are capable. Strategies promote flexible thinking and teach students the importance of shifting their approaches to different tasks.

Review article 2:

Introduction

In the field of education, teaching and learning go side by side. Education is the only tool that aims to equip and empower its learners with the right knowledge. This knowledge also works towards acquiring various competences and skills that are required for any citizen to capture good employment opportunities and have a positive impact on the society. The emphasis of effective learning in a classroom has vital importance in student retention. 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 (Panko et al., 2007).

Activity Based Learning is defined as a setup where students actively participate in the learning experience rather than sit as passive listeners. These writers emphasize that active learning method is different from the traditional method of teaching by: (a) the active role and involvement of students in the classrooms and (b) collaboration amongst the students in a learning environment. These two items are the key to ABL and aim to establish a positive learning environment in the classroom. Churchill (2003) propagates that activity-based learning aids students and learners to construct mental models that allow for higher-order performance such as applied problem solving and transfer of information and skills.

Activity-based learning is the baseline for creative and critical thinking skills enhancement. However, this method will not function properly if students are not motivated enough to achieve their actual potential. The most useful and effective method to teach concepts that are complex in nature is by involving students in interactive activities, which is also the backbone of ABL. By utilizing different activities in the classroom, critical thinking skills and creative skills of the students are also enhanced.

Variable

Activity-based learning, student motivation, constructivist approach, students’ achievement.

Constructs and sub-constructs

Activity-based teaching enhances student motivation and improves academic achievement in education at higher secondary level. Teaching styles attract students and play a positive role in student motivation and improve academic achievement for better results in learning.

Review article 3:

Variable

Learning Strategies, teaching techniques, efficient learning, tips for regular school teaching, pedagogy

Constructs and sub-constructs

Effective teaching can be defined in many ways including teacher behavior (warmth, civility, and clarity), teacher knowledge (of subject matter, of students), teacher beliefs, and so forth. Here we define effective teaching as the ability to improve student achievement as shown by research.

Introduction

Activity-based teaching strategy (ABTS) is a technique whereby the main focus is learning by doing (Carbonneau & Marley, 2012). Since learning involves physical and a mental action that stimulates creative action and expression, gifted students would need distinct conditions to advance their extreme curiosity, tacit thoughts and potentials arising from their abilities; for instance, creative problem solving (Kontaş, 2009). These researchers argue that the use of activity-based learning methods seek to address some major problems of the traditional method of teaching hence; the need to bring about a paradigm shift in some key classroom processes, such as the role of teachers, instructional materials and methods. They further contends that: (a) provision of opportunities for measuring gifted students’ learning through experience, direct observation and participation; (b) fostering the enhancement of the quality of primary education generally as a vital element to improving science/teaching methods in schools; (c) enabling learners to acquire numerous benefits that include a development of their insights and understanding and the up- scaling of self-concepts; (d) improving gifted students’ opportunities for learning science through changing the traditional roles of the teacher and the learners; (e) creating opportunities for gifted students to take charge of their own learning and work at their own pace, achieving the desired goals at their own ladder and (f) enabling gifted students to be grounded on the view that they must necessarily be engaged through actions and activities to learn effectively.

Review article 4:

Introduction:

Activity-based learning (ABL) theory is a cognitive-learning theory which is basically a “constructivist” learning theory (Hein, 1991, Stößlein 2009). According to constructivist view of learning each person „constructs‟ their own knowledge and learning process based on previous experience. This theory asserts that learning takes place when psychological environment of an individual interacts with a particular structure. For construction students it is imperative to have variety of activities in an active classrooms (Abdelhamid, 2003, Murray, Donohoe and Goodhew, 2004 ). Active classrooms are basic requirements for construction education (Betts and Liow ,1993, Panko et al,2005).Traditional teaching methods are not suitable for tactile learning because tactile learning needs direct experience and involve manipulation of materials (Kolb, 1984). According to constructivism, teachers cannot transfer their knowledge to the students (Domin 2007). For meaningful learning to be taken place, learners require to experience an event.

In an active-learning classroom,‟ students are active learners not the passive receivers. According to Stößlein (2009) this approach provides a way to integrate learning within students‟ knowledge, and, by exposing them to a variety of activities, helps them learn how to learn. He describes ABL as a “successful teaching model” in the field of science. These activities, if carried out in an effective manner, develop skills like Team-working, Communication , Design , Leadership, Project management , Research , Problem-solving ,Reflection and Life-long learning in the learners. These activities, if based on the real life experiences, can help students to apply the same in their practical life and hence prepare students for future life. In activity –based teaching /learning environment, the teacher is a facilitator, motivator, guide and a coach not a sage on the stage (Stolen 2009).

Variable

Teaching Techniques, Critical Thinking, cognitive skills, Class Activities, Learning Procedure

Constructs and sub-constructs

Learning strategies refer to a set of skills that students use to understand different tasks. This way, they are able to choose and effectively employ the appropriate technique to accomplish tasks or meet specific learning goals

Review article 5:

Introduction

Teaching and learning of physics in Nigeria has been a major concern to researchers and educators. In spite of the great emphasis on physics teaching and its central role in technological advancement in other subjects there has been a major setback in students’ performance. Amuche, Amuche, Bello & Marwa, (2014) in their study stated that for three successive years, the poor performance of candidates in West African Senior School Certificate Examination (WASSCE) has been of great concern in the country.Studies have revealed that the performance of Nigerian students in ordinary level physics was generally and consistently poor over the years (Akanbi 1983; Omosewo, 1999). Also, Nelkon & Ogborn, (1998) opined that over the years, students of Physics in secondary schools have found it extremely difficult to perform well in the subject.

8657 Research Project Topics AIOU

Table 1 reveals the enrolment pattern and performance of Physics students compared to Biology and Chemistry students in SSSCE from 2010 to 2014. The candidates’ enrolment in Physics is low and the performance of students not encouraging for a country like Nigeria striving to develop its science and technology. This could be due to poor teaching methods and not involving students in the learning activities.

Variable

Constructs and sub-constructs

Educational technology (ET); ICT; Teacher roles; e-learning

Q.2 Operationalize the variables/terms (What were the key terms in your topic or study? What did you mean by these terms? What particular meanings you will attach to this term when used in this research project).

According to Article 1:

Teacher

A teacher is a person who helps students to acquire knowledge, competence or virtue. Informally the role of teacher may be taken on by anyone. In some countries, teaching young people of school age may be carried out in an informal setting, such as within the family, rather than in a formal setting such as a school or college. Some other professions may involve a significant amount of teaching.

Teacher Education

Teacher education refers to how teachers conduct themselves with the highest standards in and out of the classrooms. Education encompasses the attributes and characteristics that will define what a professional teacher should be (e.g. passing the licensure exam, adhering to the Code of Ethics for Professional Teachers, etc.).

Teaching strategies

Teaching strategies refer to the methods, techniques, procedures, and processes that a teacher uses during instruction. It is generally recognized that teaching strategies are multidimensional and their effectiveness depends on the context in which they are applied.

Science

Science as “a branch of knowledge or study dealing with a body of facts or truths systematically arranged and learned by experiments showing the operation of general laws.” (Merriam-Webster). Science is nothing bus to prove the phenomena by experiments and continuously proved phenomena convert into theory and later law.

Teacher Education programs

Teacher education TE or teacher training refers to the policies, procedures, and provision designed to equip teachers with the knowledge, attitudes, behaviors, and skills they require to perform their tasks effectively in the classroom, school, and wider community. The professionals who engage in training the prospective teachers are called teacher educators.

According to Article 2:

Teaching occupation

Teaching is the specialized application of knowledge, skills and attributes designed to provide unique service to meet the educational needs of the individual and of society. The choice of learning activities whereby the goals of education are realized in the school is the responsibility of the teaching profession.

Student motivation

Student motivation is defined as a process where the learners’ attention becomes focused on meeting their scholastic objectives and their energies are directed towards realizing their academic potential.

Constructivist approach

Constructivism is the theory that says learners construct knowledge rather than just passively take in information. As people experience the world and reflect upon those experiences, they build their own representations and incorporate new information into their pre-existing knowledge (schemas).

According to Article 3:

Education System

An education system refers to the economic and social factors that typically make up public schools at the federal, state or community levels. Such factors include public funding, school facilities, staffing, compensation, employee benefits, teaching resources and more.

Pedagogy

According to Merriam-Webster, pedagogy is the “art, science, or profession of teaching.” This broad definition covers various aspects of teaching, and there are many moving parts to pedagogy that include teaching styles, feedback, and assessment. The term pedagogy boils down to the study of different teaching methods.

Teachers’ Education

Teacher education (TE) or teacher training refers to the policies, procedures, and provisions designed to equip teachers with the knowledge, attitudes, behaviors, and skills they require to perform their tasks effectively in the classroom, school, and wider community.

According to Article 4:

Attitude

Attitude is defined as a relational mental state, which guides an individual’s behavior. Mental dispositions like beliefs, hopes, likes, experiences, beliefs, etc.

Teacher Behavior:

Teacher behavior is the action, interaction, and communication of the teacher with the students. The teaching methodology, Parental involvement of the parts of student’s learning matter, etc.

Teaching techniques

Teaching techniques can be defined as an integrated organization that includes a set of materials, devices, tools, and educational attitudes that the teacher uses to clarify an idea or to change a vague concept in order to contribute to a better state of the educational process.

According to Article 5:

Student Attitude:

Student attitudes toward learning determine their ability and willingness to learn. Changing students’ negative attitudes towards learning is a process that involves determining the factors driving the attitude and using this information to bring about change.

Learning:

Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. The ability to learn is possessed by humans, animals, and some machines; there is also evidence of some kind of learning in certain plants.

Q.3 What were your discussions with your supervisor regarding this problem? (Provide your discussion with your supervisor for a better understanding of the research problem).

Old and traditional teaching methods are being used by teachers of science subjects in different secondary schools in my city. Students are losing their interest in scientific subjects because of the use of old traditional methods. ABL (activity base learning) would enhance their interest in learning again. The research identifies the impacts of activity-based teaching.

I am a student of B.Ed. semester spring, 2022, and due to COVID-19 all institutions were closed. The Campus organized an online workshop for course 8657 (Research work) and I attend the 6-day workshop. During this online workshop, the supervisor advises us to choose one topic for research, and after advising I selected one topic and send it to my supervisor for approval. After a long discussion, the supervisor advises me to download 5 related articles from the internet. I select 5 different topics related to my article and send it to my supervisor. After 2 days my supervisor finalizes my topic and related paper and sends it to me for work on it as for my research.

Q.4 Review the literature and identify the gap regarding the problem under your consideration (consult books, articles, or websites). (Explore books and online resources to find what and how much work has already been done regarding this problem. Use APA style for citation and referencing).

Article 3:

In Nigeria, for instance; Garba (2012) contends that after the “Sputnik Era” of the 1950’s and 1960’s, the attention of scientists and science educators shifted to bring about reformation in science teaching and learning. Discoveries relating to the reformation of science instruction and the discovery strategies in the teaching of science in schools were emphasized. This shift increased the scope of science teaching and learning, especially in the developing countries, including Nigeria (Usman, 2000). The National Policy on Education (2004) endorses innovative teaching strategies for curriculum delivery. As such, many researchers (e.g., Clark, 2002; Marley & Carbonneau, 2014; Usman, 2000), are of the view that the activity- based method of teaching enhanced gifted students’ academic performance generally. In Nigeria, the term “giftedness” is associated with students’ ability to display superior performance in a specific learning area compared to their peers with respect to creativity or intelligence. This is to say, students differ in terms of the pace and amount of information they process. An understanding of such qualities amongst students enables the teacher to create conducing learning environment that will help them improve those abilities.

Article 4:

Hussain, et al. (2011) reached on the conclusion about the effect of activity-based learning (ABL) that ABL is more effective to teach physics at secondary level as compared to traditional method of teaching. However, Lieux, (2001) and Zumbach et al. (2004) found no significant difference in knowledge acquisition between students who learned through ABL method and who learned through traditional method of teaching. Doucet et al. (1998) and Blake et al. (2000) found that students who were taught through ABL performed significantly better on both basic and clinical sciences.

Verhoeven et al.‟s (1998) partially while Dochy et al. (2003) completely agreed with their findings. Berkson (1993) and Colliver (2000) could not find any evidence to maintain the superiority of ABL method over traditional method of teaching. Gallagher and Stepien, (1996) found no significant difference on „short-term retention‟ assessment between students of ABL and traditional students.

Norman and Schmidt,( 1992) cited Dochy et al., (2003) and Mårtenson et al.(1985) that , on „long- term retention assessments‟ students of ABL performed better than traditional students. Hung, Jonassen, and Liu (2008) referred Eisensteadt et al. (1990) that traditional students retained more than ABL students in the recall test conducted immediately .However, retention rate of traditional student declined fast as compare to ABL students. In higher order thinking skills , ABL students performed significantly better than traditional students in one of the study conducted by Polanco et al. (2004) to investigate the impact of ABL on „students‟ academic achievement‟ in mechanics.

Article 5:

Aggarwal (2001) opined that students often benefit from working in pair or small groups to construct understanding or help one another master skill. Oludipe (2008) reported that what has remained the main focus of great concern in the field of science education are the biases and misconception about women and science, that is Science is a male enterprise (Erinosho, 2005). Yusuf et al (2010) stated that gender issues have been linked with performance of students in academic tasks in several studies without any definite conclusion. Fatoba and Aladejana (2014) reported that girls are being encouraged and sensitized into developing positive attitude towards science.

Q.5 What were the objectives/ purpose of the study according to the nature of your research problem?

Objectives of Article 1:

To analyze teaching through the activity-based method.
To make teachers realize the importance of activity-based methods for teaching.
To analyze the level of satisfaction after students were taught through the activity-based method.
To improve the quality of classroom learning.

Objectives of Article 2:

To determine the effects of activity-based teaching on student motivation and academic achievement.

Objectives of Article 3:

The study investigates the impact of activity-based teaching strategies on gifted students’ academic performance.

Objectives of Article 4:

The aim of this study was to investigate the impact of activity-based teaching on the student’s achievement in Physics at the secondary level.

Objectives of Article 5:

The main purpose of this study was to determine the effect of an activity-based approach on the academic achievement of physics students in senior secondary schools in Ilorin.

Q.6 What research questions/ hypotheses did you formulate to achieve the above-stated objectives/purpose of the study?

Article 1.

Research Question:

Why is there a difference in impacts of ABL method and old traditional methods?
What can be the difference if ABL methods are used by trained and untrained teachers? Is the curriculum student centered and fulfilling the needs of learners?
Are the students fed up with traditional methods and want to change in classroom learning methods?
What are the hazards and problems faced by teachers while using ABL method in their classrooms?
How can management of schools affect the learning atmosphere of classroom?
What are the impacts of ABL in learning of students?
How can examination system be improved if practical system will be implemented properly?

Article 2.

Specifically, this study sought answers to the following questions:

What is the effect of activity-based teaching techniques on students’ motivation and academic achievement to the students in education at the higher secondary level?
Is there a significant difference in the effect of activity-based teaching techniques on students’ motivation and achievement according to the two groups of respondents?

Article 3.

What is the difference between the academic performance of gifted students taught using activity-based teaching methods and those taught using the lecture method?

Article 4.

How does an activity-based approach affect the teaching and learning process?
What is activity-based learning according to secondary education?
What are the benefits of activity-based science learning?
Do the activities contribute to the learning achievement of the students?

Article 5.

Whether there is any difference in the performance of students who were taught physics when exposed to an activity-based approach and those who were not exposed to an activity-based approach. 2. Whether there is any significant difference in the performance of male and female students exposed to an activity-based approach.

Q.7 Who were the participants in your study?

Article 1.

The participants of the study were divided into two groups. The researcher got the responses from principals and teachers. There were total of 90 selected schools and a principal and a teacher were selected as sampling so there were 90 principals and 90 teachers to respond.

Article 2.

120 students who were enrolled in a combination group for higher secondary humanities education made up the study’s sample. As study participants, thirty students were chosen at random and divided equally between the experimental and control groups.

Article 3.

The study population comprises all the junior secondary three (JSS III) students located in Katsina Metropolis. Katsina Metropolis is classified into three zones, namely; Zones A, B, and C. Table 1 below shows the eleven junior secondary schools (i.e. S1 to S11) with a student population of 9006 studying Basic Science that were considered effectively functional in this study. The basis for the classification of the schools derives from their respective locations in the homogeneous urban environment of Katsina Metropolis. This is to say all schools were grouped in a particular zone based on their shared social economic status. This was deemed important for obtaining rich data from the participants.

Article 4.

All the science students of secondary schools of Khyber Pakhtunkhwa, studying Physics at the 9th grade, constituted the population.

Article 5.

The population for this study was all the senior secondary students offering physics in Ilorin. The sample for this study was intact classes of two schools randomly sampled from One hundred and eight-five (185) schools in the Ilorin metropolis as at this time of the research.

Q.8 Discuss the sample and sampling technique.

Article 1.

The study’s sample includes students from every secondary school in Karachi. In all of Karachi’s districts, there are roughly 5000 secondary schools under private management (BISEK). The researcher chose 90 schools—15 from each of Karachi’s six distinct districts—using stratified random sampling.

Article 2.

Thirty students were randomly selected as the participants of the study and distributed randomly to the experimental and controlled groups.

Article 3.

Eleven junior secondary schools from the three zones of the study consisting of 9006 students represented the target population. A sample of three junior secondary schools was randomly selected from the eleven schools in the entire three zones (i.e. one school was selected from each of the three zones).

A random sampling technique was used for selecting the respondents. In this process of building the sample population. Gray (1980) recommends that percentages ranging from 10% to 15% and 20% could be used to select a sample size from given population of over 5000. Through this procedure, it was envisaged that a sampled population of about 400 students could be raised for the study. Thus each of the sampled school in the three zones of the study was constituted into a sampled population ranging between 100 to about 130. The population organized for any of the schools represented in each of the three zones was split into two to constitute the experimental and control groups that presented in the study. These two groups were sorted out into classes of 55 students respectively in each of the three zones of the study.

Article 4.

Govt. Secondary School Behzadi Chakr Kot Kohat was selected as a sample school. Fifty science students were randomly selected as a sample for this study. Control and experimental groups were randomly formed from the sample (twenty-five students in each group).

Article 5.

The research instrument used for this study was Physics Achievement Test (PAT).

The activity-based approach was used for the experimental group while the traditional approach for the control group. The questions were adopted from WAEC SSCE Physics past questions. The content areas of the physics curriculum covered in this study were equilibrium, simple harmonic motion, motion, and motion under gravity. Difficulty index was employed and a pilot study was conducted using ten (10) students. Pearson Product Moment Correlation Coefficient was used to determine the reliability index R. Split half method was used and a value of 0.941 was obtained, which indicated a strong positive correlation.

Q.9 What were the data collection tool(s)/instrument(s)? How did you develop this tool(s)? Report the reliability of each tool/instrument. (For example; tests, interviews, observations, rating scales, student work, or any other. Provide tool/instrument).

Article 1.

It was a survey research and a questionnaire was formed for both principals and teachers. There were 31 items in the questionnaire. Their replies and percentage of the replies provided the data to make this research easier.

Article 2.

Three types of instruments were used to collect data. In the first step, an academic interest survey was filled by both groups of students to gather information about what motivates students to learn. In the next step, students were assessed by pre-test and post-test and for testing two achievement tests, consisting of multiple-type questions were developed. Expert opinion was taken for the validity of the test.

The improved version underwent a pilot study and the alpha reliability of the test was computed at 0.93. Finally, post teaching survey was conducted to analyze lessons taught to both experimental and controlled group students. The researcher taught both classes. Five chapters from education textbooks for grade 11 were selected and taught through hands-on activities. The control group was taught in the traditional way of instruction.

Article 3.

The results of the BSAT were analyzed quantitatively; in which each correct answer was scored 1 mark with a maximum of 60 marks. The scores obtained from the BSAT provided answers to the research questions and test the study hypothesis. The research question was answered using means and standard deviations while the hypothesis was tested using t-test statistics of independent samples at a 0.05 significance level.

Article 4. MCQs type written tests were developed for the collection of data. Pre-test was developed from the first five chapters of 9th-grade Physics of Khyber Pakhtunkhwa keeping Bloom‟ taxonomy in view.

Out of 50 questions, ten (10) of knowledge, ten (10) of comprehension, ten (10) of application, ten (10) of analysis, and ten (10) questions of synthesis were constructed. Post-test was constructed from the last five chapters of the same textbook whereas the distribution of the questions remained the same for each domain as in the pre-test. Test items were finalized after item analysis. Item difficulty and item discrimination index were calculated and test items of mixed difficulty were selected finally. The content validity of the tools was established by discussing them with two different subject specialists and an educationist in the field of science education. The reliability of the Pre-test and post-test was estimated at 0.86 and 0.89 by using the split-half reliability method.

Article 5.

The research instrument used for this study was Physics Achievement Test (PAT).

Pearson Product Moment Correlation Coefficient was used to determine the reliability index R. Split half method was used and a value of 0.941 was obtained, which indicated a strong positive correlation.

Q.10 Describe the step-wise methodology and data collection procedure. (For Parents study details of intervention/treatment should be reported).

Article 1.

The study’s sample comprises students from every secondary school in Karachi. In all of Karachi’s districts, there are roughly 5000 secondary schools under private management (BISEK). The researcher chose 90 schools—15 from each of Karachi’s six distinct districts—using stratified random sampling. The study’s participants were split into two groups. Teachers and principals provided their comments to the researcher. A total of 90 schools were chosen, and from each, a principal and a teacher were chosen as samples, leaving 90 principals and 90 teachers to answer. A questionnaire was created for both principals and teachers as part of the survey investigation. The questionnaire contained 31 different items. Their responses and the proportion of responses supplied the information to create.

Article 2.

An experimental study design utilized in this study consisted of an experimental group and a controlled group. The experimental group received treatment, while the control group received no treatment. Random assignment for selection of subjects was considered and pre-test and post-test control group design of experimental research was used for this study (Fraenkel & Wallen, 2012).

Article 3.

Our study constituted a quasi-experimental research design, where the pre-test, post-test experimental, and control group was used. In the beginning, a pre-test was administered to solicit gifted students’ entry behavior. After this testing, we exposed the experimental group to the treatment by teaching them using the activity-based method after which a test (post) was administered to them. This treatment was not done with the control group which was given the same instructions as the experimental group using the traditional lecture method. Then, the teaching of both groups i.e. experimental and control was done by the researchers, and a post-test was administered to the two groups at the end of the treatment.

Article 4.

The study was conducted for six weeks. Before treatment, both experimental and control groups were given a pre-test. The research team prepared thirty (30) lessons from the above-mentioned five chapters with the help of a classroom teacher. The treatment was given by a qualified, trained, and experienced classroom teacher; however, a member of the research team monitored all the activities. The classroom teacher was given training for the proper implementation of treatment. After treatment, both experimental and control groups were given post-test.

Article 5.

The research instrument used for this study was Physics Achievement Test (PAT).

Activity-based approach was used for the experimental group while the traditional approach for the control group. The questions were adopted from WAEC SSCE Physics past questions. The content area of the physics curriculum covered in this study were equilibrium, simple harmonic motion, motion, and motion under gravity.

Difficulty index was employed and a pilot study was conducted using ten (10) students.

An equivalent pre-test was administered to both the experimental and control groups.

This allowed the researchers to have prior knowledge of the student’s academic ability in the selected topics and also if there would be any significant difference in the performance of students before introducing them to an activity-based approach.

The experimental group was divided into small groups with each group having its own practical materials. Students were given meter rules, masses, and thread to determine the unknown mass of a stone. Another group was given a wheelbarrow with a load to determine the forces acting downward and upward when a student pushed the wheelbarrow with a load. Instructions were given to the students to interact with the materials. After two weeks, another topic simple harmonic motion was taught and students were given retort stand, bob, stopwatch, and thread. Students were allowed to determine the period, amplitude, and frequency of the vibrating bob. After the students’ activity, the teacher then explains the topic in detail to students.

Responses were demanded, which formed the chalkboard summary on the topic moment a force. However, students’ responses were corrected and modified by the teacher where necessary. The study used four weeks for the experiment, while the control group had their normal physics classes equivalent in content also for four weeks. At the end of each week, both the experimental and control group were tested using Physics Achievement Test (PAT). The result of students’ performance in each weekly test was analyzed and at the end of four weeks, the accumulation in their weekly performance in PAT formed the data used for the study.

Q.11 Give analyses according to the stated objectives/ purpose of the study, research questions/hypotheses.

Article 1.

First of all, the items’ reliability was checked through SPSS and as their value was 0.728 they were supposed to be valid and reliable. Each item was analyzed through simple charts and percentages and the researcher reached on conclusion after getting their responses. Their responses and conclusion were described via charts and paragraphs.

Article 2.

Data was gathered using three different types of devices. Both sets of students completed an academic interest survey in the first phase to understand more about what inspires them to learn. The children were then evaluated using pre-and post-tests, and two achievement exams with multiple-choice questions were created. For the validity of the exam, an expert opinion was sought.

After undergoing a pilot study, the upgraded version’s alpha reliability was calculated to be 0.93. In order to evaluate the lectures given to both experimental and controlling group students, a post-teaching survey was also undertaken.

Article 3.

Article 4.

To find the significant difference between the mean scores, an “independent samples t-test” was applied at the significant level of 0.05. Different null hypotheses were developed to test the significant difference between the control and experimental group.

H01. There is no significant difference in the achievement scores of the students of the control group and experimental group in the pre-test.

Article 5.

The data were analyzed in two phases. In the first phase, data were analyzed through the method of Content Analysis. Interviews were transcribed and scanned for initial coding of data based on the codes that were drawn from theoretical perspectives. Strauss & Corbin (1990) describe this as open coding. The initial codes were assigned from 1 to 4, number 1 representing the age of pre-education, number 2 representing the age of autonomous education, number 3 representing the age of collegial education, and number 4 representing the age of post-education.

Q.12 What were the findings and conclusions of your study? Give recommendations on their basis.

Article 1.

Findings

The ABL method is important for learning, and it creates interest in the class. It needs proper time management so only trained teachers should adopt this method. ABL methods of teaching provoke hidden abilities of students. Teachers are reluctant to adopt the ABL method in their classroom because of many reasons such as time issues and management. Refresh training courses are necessary for teachers to enhance and share their skills and experiences. Untrained teachers face problems in time management when they try to use ABL methods in their classroom environment. Traditional descriptive teaching methods cannot create interest in science subjects. Students learn skills and social interaction during such activities. The administration is not quite helpful to the students and teachers in this regard. The practical system is being ignored at the secondary level. Practical marks are assigned to the school management and they award them to students without true performance so students are not ready to perform practical. Science subjects are being assessed without practicals. Schools are missing proper teaching aids and even labs. Schools are not ready to spend on teaching aids for ABL. Principals think it is a time-consuming method and the syllabus would not be completed. Management thinks that practical can be taught so there is no need of doing them.

Conclusions

In modern time of education, teachers cannot enhance skills of students until and unless they will not plan for them to involve in positive educational activities. ABS is such an art that involves students in useful activities and bring their potentials out of them. Because of many reasons ABL methods have been ignored that should not be. ABL method is helpful for students.

Recommendations

Practical should be given due importance. Smaller scientific labs must be formed for students. Science subjects should not be taught with descriptive method only. Practical or learning by doing must be added. Science subject should not be assessed without real practical work. Small assignment should be given to students to engage them in practical activities. Teachers must have knowledge about new methods and techniques. Refresh course for teachers should be planned. ABL methods must include in syllabus of schools and management should provide teaching aids to teachers. Government should provide aid to schools to start ABL method. Management must be supportive to teachers.

Article 2.

Findings

There is a lack of resources such as books, equipment, classrooms and teachers. Large classes hinder effective classroom interactions. All these obstructions should not be a block for effective classroom teaching. There is a possibility of creating teaching materials and deploying teaching techniques despite the challenges in schools. In addition, teachers should take interest and participate in in-service teacher training programs to equip themselves with current methodologies and techniques.

Conclusions

There was a positive effect of activity- based teaching in developing motivation and improving academics of the students of education at higher secondary level. For the development of higher order thinking skills for the students, activity-based teaching is more effective. There are strengths and weaknesses associated with both instructional styles in this study, that is, lecture and hands-on activities.

Students identified clarity and organization as strength of the lecture component and the activities were described as fun and interesting. Although most students rate activity based teaching as highly engaged, more interesting and enjoyable as compared to the lecture method.

Recommendations

Based on the results and discussion, this study concluded that activitybased teaching enhances student motivation and improves academic achievement in education at higher secondary level. Teaching styles attract students and play a positive role in student motivation and improve academic achievement for better results in learning.

The following recommendations are hereby proposed on the basis of the result of the study:

In order to develop higher-order thinking skills, it is important to conduct lessons using activity-based teaching.
Teacher training programs on activity-based teaching may also be conducted by educational institutions to enhance teachers’ teaching skills. 3. Further studies may be conducted in all disciplines on different levels in order to validate the result of this study.

Article 3.

Findings

Study findings showed the significant academic performance difference found amongst the two groups of learners, was due to the use of activity- based teaching method as a pedagogical strategy for the experiment group. Since the experimental group performed significantly higher than their counterparts, there is an implication that the use of activity-based teaching strategy is very effective in teaching and learning of basic science at junior secondary schools. These findings are in line with various studies in this research area. For example, Binta’s (2014) study that found that the academic performance of students exposed to lecture method of instruction was lower than that of those who were exposed to cooperative teaching strategy.

Conclusions

Based on the study findings, the following conclusions were made:

The use of the activity based-teaching methodology brings about a positive impact on gifted students’ academic performance/achievement in studying and learning basic science in junior secondary schools.

There is a significant difference in the post-test mean scores obtained by gifted students who taught basic science using the activity-based methodology, as compared to their counterparts who were taught the same content structures using the traditional teacher-centered methodology.

The students exposed to the activity-based teaching strategy registered higher mean scores in studying and learning basic science concepts.

Thus the learner components and commitments intrinsic in activity-based teaching methodology are more effective in fostering mastery learning of basic science and therefore engendering the enhancement of gifted students’ retention ability indices in the subject.

Recommendations

Based on their findings, the researchers recommend the following: Schools to adopt the activity-based teaching strategy (pedagogy) in a science classroom in order to effectively commit the student to mastery of the subject in both practical and theoretical terms;

Science teachers should be provided with in-service training to acquaint them with knowledge and skills of activity-based teaching methodology; All stakeholders should work together so as to afford teachers to implement activity-based teaching strategies in schools.

Article 4.

Findings

ABL is more effective to teach physics at secondary level as compared to traditional method of teaching. However, Lieux, (2001) and Zumbach et al. (2004) found no significant difference in knowledge acquisition between students who learned through ABL method and who learned through traditional method of teaching. Doucet et al. (1998) and Blake et al. (2000) found that students who were taught through ABL performed significantly better on both basic and clinical sciences.

Conclusions

From the results shown above it was concluded that there was a positive impact of activity- based teaching in developing cognitive skills in the students of physics at secondary level. ABL method of teaching is more effective for the development of higher order thinking skills in the students. These results are supported by the findings of Hung, Jonassen and Liu(2008) , Suydam, Marilyn and Higgins(1977) , Coulson and Osborne (1984), Blumberg and Michael (1992), Gallagher et al.(1992) , Norman and Schmidt (1992), Ryan (1993), Dwyer (1993), Dolmans and Schmidt (1994), Woods (1993), Shepherd (1998), van den Hurk et al. (1999) Schmidt and van der Molen( 2001) and Schmidt et al.( 2006),Martin et al.( 1998,Dean(1999),Lieux ( 2001,Thornton (2001),Schmidt and van der Molen( 2001) and Schmidt et al.( 2006). Although the mean scores of Experimental Group, in the domain of knowledge and comprehension, is greater than control group,there is no significant difference found between the mean scores of both the groups which means that ABL is more effective for higher order thinking skills (application, synthesis and analysis) than lower order thinking skills (knowledge, comprehension). Gallagher and Stepien, (1996), Lieux, (2001) and Zumbach et al. (2004) reached on the same conclusion regarding the effectiveness of ABL.

Recommendations

The following recommendations are made on the basis of the results obtained from the analysis of the data:

The role of Activity- Based Learning (ABL) is well acknowledged in the literature to develop higher-order thinking skills. As this study is consistent with past findings, it is, therefore, recommended that ABT should be adopted at the secondary level to teach Physics in Pakistan. 2. The study should be replicated in all science disciplines. 3. The study should be replicated to compare the ABT with other methods of teaching to find out the relative effectiveness of the different methods with ABT. 4. The study should be replicated in all grades from elementary to university level.

Article 5.

Findings

From the research hypothesis Ho1, the result obtained showed that there was significant difference in the performance of students exposed to the use of activity-based approach and those who were not exposed to activity-based approach in favour of those taught using activity-based approac . Wambugu and Changeiywo, (2008), noted that the teaching approach that a teacher adopts is one factor that may affect student’s achievements and therefore, the use of an appropriate teaching approach is critical to the successful teaching and learning of science. The above assertion was in consonance with Agarwal and Gupta (2009) that activity based approach was found to be effective compared to traditional approach.

From research hypothesis Ho2, the result obtained showed that there was no significant difference in performance of male and female students exposed to activity-based approach.. This was in consonance with Arigbabu and Mji, (2004), Bilesanmi-Awoderu, (2006), that there are no longer distinguish differences in the cognitive, affective and psychomotor skill achievement of students in respect of gender. Also Bello and Abimbola(1997), also revealed in their findings that, there is no gender influence on students’ concept-mapping ability and their achievement in evolution. However, Khatoon and Sharman (2010), were on the contrary side as they reported that females perform better than males when exposed to activity based approach than their male counterpart.

Conclusions

Based on the result computed in this study, the following conclusions were drawn; 1. There was significant difference in the performance of students exposed to the use of activity-based approach and those who were not exposed to activity based approach. 2. There was no significant difference in the achievement of male and female students when taught using activity based approach.

Recommendations

Based on the findings of this study, the following recommendations were hereby made;

Physics teachers should try as much as possible to ensure the use of activity based approach in teaching physics since there was a significant difference in the performance of students exposed to the use of activity-based approach and those who were not exposed to activity based approach. 2. Gender equality should be encouraged since there was no significant difference in performance of male and female students exposed to activity-based approach. 3. It is also believed that teachers in other fields of science will find it interesting because it will help the students to develop good learning attitudes, habits of hard work and possess skills which will help enhance high performance in physics. 4. School administrators should equip laboratories and make necessary provision for the teaching of physics because physics is a practical oriented subject.

Q.13 Summary of the research project. (Summary includes the shortest version of all steps and procedures).

A review of the literature verifies the need for this study. Activity-based instruction is a form of learning where the learner is actively engaged in a task. The focus is on making the abstract concrete and on learning by doing. It can be teacher-driven – with direction from an instructor – or learner-driven with the learner having freedom to explore.

Article 1:

ABL is simply a learning process that is designed to engage the students through productive activities (Panko, 2007). In this method of learning or teaching all students are engaged to participate in classroom learning process. It is totally against traditional teaching methods as it involves all students to participate in any role and thus, they collaborate with each other, and an environment creates where students take full interest and their learning outcomes become well. They become active learners rather than passive and a healthy and positive atmosphere created in the classroom. Such methods make students so strong that their concepts become clearer and concrete, and their performance becomes higher level. They become able to resolve their issues and their social skills also become better (Churchill, 2003).

How ABL can be beneficial? ABL creates foundation of learning and provoke students to think critically to present themselves but to make it beneficial, it is necessary to engage the students in whole process and it must be student centered. Teachers must have complete knowledge about the activity, and they must be able to manage the timetable of activity otherwise outcomes will be destructive, and no benefits will be gained. There must be interactive activities to make students understand about different concept and their conceptual learning will make them stronger (Anwer, 2019).

ABL method creates interest in students to learn by doing something and such sessions make students to participate in activities with zeal and they start to share their ideas which is start of learning and sign of being motivated.

In this regard it must not be forgotten that teachers are still using old and traditional methods of teaching which really do not support students’ critical thinking skills and they have to learn what teacher would teach. They (students) cannot use their own skills& thought and their previous knowledge also would not be used in the classroom during lesson (Toe & Wong, 2000).

While when teachers us ABL method the first impact goes on their motivation. ABL does not support any single method but it includes various techniques and methods so students can be facilitated according to their skills and abilities. It guides them towards self-learning and performance so they become good learners and their problem-solving skills would develop with time period. With such activities they learn how to remove hurdles from their learning outcomes and how to make learning more effective and how to improve their own skills. Here teachers can make interesting by adding open dialogue in the end as they should understand the needs of lesson and they can control the whole discussion and make it fruitful.

For science subject especially and all subjects generally it is necessary that facilitators must have knowledge about the importance of ABL and they would be ready to implement it in the classroom. Developing countries like Pakistan are facing the problems of clearing basic concepts to the students and ABL is the best way to clear basic concepts of students and for this training of teachers is necessary. After being trained they would be able to implement ABL method in their classrooms effectively (Anwer, 2019).

Article 2:

Katy (2008) has suggests that communication and interaction between students and the teacher is the best technique to enhance learning. These interactions increase the required output from the students, who get the opportunities to use communication as a natural process rather than cramming the answers. Maintaining open dialogues in the class allows students to understand new perspectives of people from different backgrounds and experiences. Promoting interaction between students also requires active strategizing. Chafe (1998) puts forth the argument that focusing on cooperative learning instead of individual learning promotes communication and interaction, which is an effective technique of learning as opposed to competition based results and goals. Interactive based learning allows students to work in teams and groups with students from different backgrounds.

This adds to the element of variety and increases the opportunities for students to learn and share ideas. By doing so, the input and output of students is also maximized and it creates a supportive and interactive learning environment.

Teaching is by far one of the most challenging profession and at times creates difficulties for the teachers to establish a strong rapport with the students which in turn makes it difficult to positively motivate them. The role of a teacher is to incorporate a variety of teaching methodologies and techniques to capture the attention and interest of difficult students as well. Many researches also agree with the importance of the element of motivation in teaching and learning outputs as it stimulates a person to move in a certain direction. President of Dean R. Spitzer & Associates (1996) reiterates that “The truth is that no matter how excellent any instructional program is, learning will be no greater than the student’s level of motivation.” He also stated that, “When motivation is low, learning will be low” (p. 45).

I select the topic “Activity based Teaching and learning at secondary school level”. For my research, my supervisor advice to download the five articles related to my topic. I downloaded articles and check it to my supervisor for further action. Little could I have imagined how suddenly and rapidly the virus would reach Pakistan, ultimately causing universities to shut down and due to COVID-19 all institutions were closed? The Campus organized an online workshop for course 8657 (Research work) and I attend 6 day workshop. During this online workshop, the supervisor advises us to choose one topic for research, and after advising I selected one topic and send it to my supervisor for approval. After a Long discussion, the supervisor advises me to download 5 related articles from the internet. I select 5 different topics related to my article and send it to my supervisor. After 2 days my supervisor finalizes my topic and related paper and sends it to me for work on it as for my research. The thesis consists of a collection of five article written during the period 2012-2020, and represents the conjoint result of both theoretical and empirical research (case studies). The thesis is organized in three parts (introduction, the papers, and conclusion), each of which is briefly described in the following paragraphs. The topics explained throughout the steps are: defining the overall research question (and sub-questions) guiding the study (step 1); development of the theoretical framework for the empirical research (step 2); defining the case companies, data collection and analysis (step 3); presentation of the empirical findings (steps 4); concluding the research (step 5). This is followed by a brief description of the contributions of the results of each of the papers and a discussion on some research criteria for evaluation of the research.

Q.14 Give reference to all citations in your research project. (Follow APA Manual-6th Edition) Examples of formats are available on websites.

Anwar, F. (2019). Activity-Based Teaching, Student Motivation, and Academic
Achievement. Journal of Education and Educational Development, 6(1), 154-170
Azuka, B.F. (2013). Activity based learning strategies in the mathematics classroom, Journal of Education and Practice, 4(13), 8-14.
Aggarwal, J.C (2001): Principles methods and techniques of teaching (2nd rev.ed).
Jampura-New Delhi 110014: Vikas piblishing house PVT ltd
Aminullah, H., Kang, M. A., & Saeed, A. (2021). Impacts of activity based teaching in
science subjects in secondary private schools of Karachi in the context of john dewey’s theoretical perspectives. Pakistan Journal of Social Research, 3(4), 526-534.
Chafe, A. (1998). Cooperative Learning and the Second Language Classroom. Retrieved from http://www.stemnet.nf.ca/~achafe/cooplang.html
Choo, C. B. (2007). Activity-based Approach to Authentic Learning in a Vocational Institute. Journal of Educational Media International, 44(3), 185-205.
Churchill, D. (2003). Effective design principles for activity-based learning: The crucial role of ‘learning objects’ in science and engineering education. Paper Presented at the Ngee Ann Polytechnic, 2.
Duch, B. J., Groh, S. E., & Allen, D. E. (2001). The power of problem-based learning: A practical how-to for teaching undergraduate courses in any discipline. Virginia Stylus Publishing, LLC
Fallon, E.; Walsh, S.; & Prendergast, T. (2013), An Activity-based Approach to the Learning and Teaching of Research Methods; Measuring Student Engagement and Learning, Irish Journal of Academic Practice, 2(1), 4-5.
Hug, B., Krajcik, J.S. & Marx, R.W. (2005). Using Innovative Learning Technologies to
Promote Learning and Engagement in an Urban Science Classroom. Urban Education, 40(4), 446-472
Khan, M., Muhammad, N., Ahmed, M., Saeed, F., & Khan, S. A. (2012). Impact Of
Activity-Based Teaching on Students ‘academic Achievements In Physics At Secondary Level. Academic Research International, 3(1), 146
Mohammed, R. E., & Kareem, I. (2016). effects of activity based approach on the
achievement of secondary school physics students in ilorin metropolis, Kwara state. Journal of Curriculum and Instruction, 9(1)..
Petress, K. (2008). What is meant by active learning? Education, 128 (4), 566-569.
Panko, M., Kenley, R., Davies, K., Piggot-Irvine, E., Allen, B., Hede, J., & Harfield, T. (2005). Learning styles of those in the building and construction sector. Report for Building Research, New Zealand
Suydam, Marilyn N.; Higgins, Jon L (1977). Activity-Based Learning in Elementary School Mathematics: Recommendations from Research. Information Reference
Center (ERIC/IRC), The Ohio State University, 1200 Chambers Rd., 3rd Floor, Columbus, Ohio 43212.
Stößlein. M. (2009). Activity-based Learning Experiences in Quantitative Research
Methodology for (Time-Constrained) Young Scholars -Course Design and Effectiveness. POMS 20th Annual Conference, Orlando, Florida, U.S.A.
Teo, R., & Wong, A. (2000). Does problem-based learning create a better student: A
reflection. 2nd Asia Pacific Conference on Problem–Based Learning: Education Across Disciplines (pp. 4-7)