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

Abstract

The purpose of this study was to investigate the effect of the Activity Based Teaching Method on the academic achievement of elementary school students in General Science. Activity based learning focuses on engaging students through hands on experiments, inquiry based activities, and collaborative tasks that promote active participation in the learning process. A quasi experimental design was used, comprising an experimental group taught using activity based instruction and a control group taught through conventional lecture based methods. The study involved 60 Grade 7^th students. A science achievement test was administered before and after the intervention to assess changes in students’ academic performance. The theoretical foundation of the study was based on constructivist learning theory, which posits that scientific knowledge is constructed through active exploration and interaction with the environment. The results demonstrated that students exposed to activity based learning showed significantly greater improvement in posttest scores than those taught using traditional methods. These findings suggest that activity based instruction is an effective approach for enhancing conceptual understanding and academic achievement in General Science. The study recommends incorporating activity based teaching strategies into elementary science curricula to foster meaningful learning and improved educational outcomes.