EFFECTIVENESS OF ACTIVITY-BASED TEACHING IN THE LEARNING OF ENGLISH AT SECONDARY LEVEL

Abstract All other factors are equal, education quality depends solely on the in-class teaching techniques of the teachers. Normally, participative and child-centred approaches are preferred during classroom interactions. Teaching through activities, therefore, positively motivates the students in the teaching-learning process. Some participative methods based on social constructionist theory have motivated participation in the learning processes with the good result of having students actively engage in knowledge construction instead of passive learning. The study targeted the comparisons between the effects of activity-based instructional techniques against the traditional ways of teaching. The main aims were to analyse the learning outcomes of groups using traditional teaching methods compared to Activity-based teaching methods. Only 35 samples from the IX std state syllabus learning students’ area were selected for this study. This is classified under true experiments. The research design used was the pretest and post-test non-equivalent group design. Pre-tests were conducted first with the control group, then the experimental group was taught with an Activity-based teaching strategy. After the experimentation, post-tests were conducted. The reaction scale was derived from the participants from the experimental group. That means the students from the experiment group were taught English concepts using the Activity-based Based Teaching Method.