Effectiveness of Activity Based Teaching of Physics at Secondary Level: an Experimental Study

Abstract

This research aimed to evaluate the academic achievement of 9th standard students in Physics using activity-based teaching and conventional method. An experimental research design, specifically a Post-test Only Equivalent Groups Design, was employed. The study was conducted at Read Foundation School and College, Bagh AJ&K, with students from the science group selected via systematic random sampling. A total of 80 students participated, divided into experimental and control groups based on their previous science scores. Self-developed multiple choice tests aligned with Bloom’s taxonomy served as research instruments. The experimental group received activity-based teaching, while the control group received traditional lecture-based teaching. Post-tests, consisting of multiple choice and short answer questions, were administered to both groups following the intervention. Data analysis, conducted using independent sample t-tests in SPSS, revealed that the experimental group demonstrated significantly higher post-test scores compared to the control group, with effect sizes ranging from moderate to strong, supporting the effectiveness of activity-based teaching in improving academic achievement. Based on these findings, recommendations were made for policymakers to promote activity-based teaching in secondary education, especially in Physics, and for educators to adopt and implement these methods in their teaching practices. Future research should explore the long-term impacts and sustainability of activity-based teaching across different subjects and educational levels.

Key words: Activity Based Teaching, effectiveness, Physics 9th Grade.