Impact of Active Learning Method on Students Academic Achievement in Physics at Secondary School Level in Pakistan

Abstract

Abstract:This research aimed to explore the effectiveness of active learning method on students' academic achievement in Physics at secondary school level. A null hypothesis, of no significant difference in the academic achievement of students, taught physics through Active Learning Method (ALM) and Traditional Teaching Method (TTM), was tested to achieve the objectives. For this purpose, the pretest-posttest control group experimental design was used. Eighty (80) Physics students of 9th grade were selected as a sample from Government Centennial Model Higher Secondary School (No.1) District Haripur. These students were equally divided into experimental and control groups (n=40) on the basis of pre-test scores. Experimental and control groups were taught Physics contents through ALM and TTM respectively for twelve (12) weeks. Physics Academic Achievement Test (PAAT) with '0.82' as reliability coefficient was used to collect pretreatment and post-treatment data for measuring the academic achievement of the students. The analyzed data indicated that the experimental group significantly performed better in all the focused learning levels (knowledge, understanding, application, problem-solving, observation, and reasoning) as well as an overall academic achievement than the control group. By these findings, the frequent use of ALM is recommended in the science subjects especially for teaching Physics.

Role of Academic Self-Handicapping and Self-Regulated Learning Strategies in Mastery Goal Orientation among Adolescents

“…These findings can be readily explained in the context of native evidences as handful indigenous studies (Kausar et al, 2017;Kazemi et al, 2015) have jointly inferred that private school students are more achievement oriented and intrinsically driven for better academic performance as compared to public school students. Similarly, evidences (Rabia et al, 2017;Khan et al, 2017) from Pakistan mutually pointed out the vast differences in the school climate and classroom practices which, in turn, would have greater influence on the self regulated learning styles and achievement goal orientation of the students. Additional set of studies (Barzegar & Khezri, 2012;Park & Sperling, 2012) from various settings also highlighted the importance of two factors which are constantly related for the differences in academic outcomes between the students of private and public; that is, socio-economic characteristics and peers.…”

extent to which mathematics teachers practice active learning strategies for the ninth grade in the directorate of education for major general Bani Kinana

“…A study (Khan et al, 2017) aimed to reveal the effectiveness of active learning on students' academic achievement in physics at the secondary school level in Pakistan. The study was applied to a sample of 80 students studying physics in the ninth grade, who were divided The results showed that the performance of the experimental group was significantly better at all levels of focused learning (knowledge, understanding, application, problem-solving, observation and thinking) and the general academic achievement of students compared to the control group.…”

A Case Study on Quality of Education in the Trust School, Lahore

“…transport facility, opportunity for higher education, regular visit to other campus for quality education, computer courses, block printing, cooking courses, use of AV aids, use of different teaching methods for teaching, provision of books and teaching material, organization of workshops and seminars for teacher training, lesson planning, use of internet technology for teaching, Punjab textbook board curriculum, Oxford curriculum, strict checking and strict leave rules. Different teaching methods such active learning method in enhancing students performance is also identified in the literature (Khan, Majoka, Khurshid, & Shah, 2017).…”