Effect of Activity Based Method on Students Academic Achievements in Mathematics at Elementary Level

Abstract

This study examined the effect of the Activity Based Teaching Method on the academic achievement of elementary school students in Mathematics. Activity based instruction emphasizes students’ active involvement through hands on tasks, problem solving activities, and collaborative learning experiences designed to make mathematical concepts more meaningful and accessible. A quasi experimental research design was employed, involving an experimental group taught through activity based methods and a control group taught using traditional lecture based instruction. The sample consisted of 60 Grade 7^th students. A mathematics achievement test was administered as both a pretest and a posttest to measure changes in students’ performance over the intervention period. The study was grounded in constructivist learning theory, which emphasizes that learners actively construct mathematical understanding through experience and interaction. The findings revealed that students taught using the Activity Based Teaching Method achieved significantly higher posttest scores than those taught through traditional methods. The results indicate that activity based, student centered instruction enhances conceptual understanding and improves academic achievement in mathematics. The study recommends the integration of activity based strategies into mathematics classrooms to promote deeper learning and improved student outcomes.