An Empirical Study on Enhancing Interview Skills Through Activity Based Learning at Graduation Level

This paper focuses on ‘Activity Based Learning’ (ABL) that helps students acquire the interview skills at graduation level. The main aim of this quantitative study was to see how Activity Based Learning (ABL) helped low and high achievers in Bachelors of Technology (B. Tech.) course to improve their interview skills. For the research, 40 students were chosen at random from III B. Tech. classes and were divided into experimental and control groups (20 students + 20 students). To measure the extent of interview performance among the participants an achievement test was devised and was given twice, once as a pre-test and once as a post-test. Primarily, the pre-test was used to show that with respect to pervious knowledge of interview skills, both the groups were similar. Later, Activity Based Language Teaching method of instruction to the experimental group and traditional language teaching method of instruction to the controlled group were adopted. The post-test was given at the conclusion to assess the students’ progress. The researchers employed the independent sample t-test to see if mean scores’ difference between the groups was significant at the 0.05 level. In the post test, the experimental group outscored the control group demonstrating that ABL is an effective approach in improving students’ interview skills. The results suggest that the ABL method significantly develops and improves the interview skills of students when used in the classroom.