Effectiveness Of Activity-Based Teaching In Enhancing Students' Learning Outcomes In Science Classes: An Exploratory Study Of Selected Schools

https://doi.org/10.5281/zenodo.20029231

Abstract

In developing countries, quality science education remains a persistent challenge, with traditional teacher-centered methods limiting students' conceptual understanding and critical thinking. This mixed-methods study investigated the effectiveness of Activity-Based Teaching (ABT) in enhancing learning outcomes among secondary-level science students in selected schools of District Lower Chitral, Khyber Pakhtunkhwa, Pakistan. Grounded in constructivist learning theory, the study employed a quantitative Likert-scale questionnaire administered to 50 government science teachers (Grades 7–8) and qualitative semi-structured interviews with 10 teachers. Quantitative data were analyzed using descriptive statistics and Pearson correlation, while qualitative data underwent thematic analysis. Findings revealed strong positive teacher attitudes toward ABT, with high agreement that it improves conceptual understanding (M=4.00, 78%), student interest (M=4.09, 80%), active participation (M=4.03, 81%), and problem-solving skills (M=3.86, 77%). A positive correlation was established between ABT use and improved academic performance. Key implementation challenges included resource scarcity, large class sizes, syllabus time constraints, and insufficient professional training (M=4.11, 82%). The study recommends curriculum reform, sustained in-service teacher training, administrative support, and resource allocation as essential enablers for effective ABT implementation in resource-constrained educational settings.