LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 20:12 December 2020
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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The Effect of Activity-Based Teaching on
Students’ Academic Achievements in Physics At College Level

Majid Khan, Kiramat Shah and Ponam Saba

Abstract

The aim of this study was to investigate the effect of activity- based teaching on the student achievement in Physics at College level. Ten (10) chapters were selected from 11th grade Physics for this study. All the science students at Colleges of KpK, studying Physics at the 11th grade, constituted the population. A sample of 60 students was randomly selected from Govt College Peshawar. Pre-test-Post-test Control Group Design" of experimental research was selected for this research study. Two MCQs type achievement tests were used as research tools for the data collection. Experimental group was taught with the help of activities whereas the control group was taught the same lessons through traditional method of teaching for the period of two (2) months. T-test was used to analyze the data by using SPSS version -16. The results showed that the activity- based teaching is more effective for the development of higher order skills in the students.

Keywords: First year physics, Activity based learning, Academic achievements, cognitive skills

Introduction

(ABL) Activity-based learning defined by Prince (2018) is a learning method in which students are engaged in the learning processes. All European citizens appreciate the significance of science and want to be more informed about science education. Over 40 % of population believe that science Education and technological innovation can have a positive effect on the environment, better health and personal empowerment, dynamic engagement in public affairs and society, and improve employability and basic infrastructure in the future (Shah. K, 2019). In Activity-based learning (ABL) teaching method, in the words Panko Kenley (2007) “students actively participate in the learning experience rather than sit as passive listeners”. Learning activities if based on “Real life experience” help learners to transform knowledge into their personal knowledge which they can apply in different situations (Edward, 2001). Davies, (2007) by quoting Prince (2004) say that active learning method is different from traditional method of teaching on two points. First, active role of students and second, collaboration among students. Suydam, Marilyn and Higgins (1977) define activity –based learning as the learning process in which “student is actively involved in doing or in seeing something done.” According to them Activity –Based teaching (ABT) method “frequently involves the use of manipulative materials”. Meaningful learning, according as Churchill (2003) engages activity. According to Churchill (2003), ABL helps learners to „construct mental models that allow for 'higher-order' performance such as applied problem solving and transfer of information and skills. In ABL the learner examines learning requirements and thinks how to solve a problem in hand. The students do not learn about the content. Rather they learn about the process to solve the problem. As they go towards the solution of the problem, they also learn about the content (Curchill 2003). Effective teaching –learning process is not possible without students" motivation. Hake (1998) argues that students" motivation by engaging them in interactive- activities is an effective and useful method for teaching complex concepts. He highlights the importance of different activities related to the concepts being presented. Activity-based learning (ABL) theory is a cognitive-learning theory which is basically a “constructivist” learning theory (Hein, 2009).

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)). There is a famous saying of Confucius about the success of the students" learning that is given below.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Majid Khan
PhD Research Scholar
School of Physical Science and Technology
Soochow University Suzhou
Jiangsu, 215006 China
mk6218701@gmail.com

Kiramat Shah
PhD Research Scholar
School of Education
Soochow University Suzhou, China
Kiramatshah2u@gmail.com

Ponam Saba
PhD Research Scholar
School of Education
Soochow University Suzhou, China
ponamsaba86@yahoo.com
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