Activity-Based Teaching: A Strategy for Promoting Engagement in Science Education

Abstract

The current study evaluated the effectiveness of activity based teaching (ABT) in promoting learning engagement by Grade-8 science students. The research paradigm assumed in this study was qualitative, where the data collected through semi-structured interviews were analyzed using an approach of thematic analysis. All the public schools of Lodhran district were referred to as the sample, and 35 Grade-8 students of the 2023-2024 academic group were selected as the participants purposely. A seven foundational science concepts curriculum module was developed and delivered using the ABT framework. In the preliminary stage, the content of the curriculum was outlined and a table of specifications was built. Set point levels of student engagement were measured before the implementation of ABT by use of semi-structured interviews. In order to protect the validity of the study, the research design and instructional procedures were evaluated by the secondary-school instructors, teacher-education experts and educational authorities. Post-intervention semi-structured interviews were conducted at the end of the intervention after sixteen weeks of ABT. The findings showed that the ABT intervention had statistically significant improvement in the student learning engagement. Moreover, the research indicated that ABT use significantly enhanced the ability of the students to use scientific knowledge to solve problems that they might face in real-life situations.