EFFECTS OF ACTIVITY-BASED TEACHING AND TRADITIONAL METHOD OF TEACHING MATHEMATICS IN THE AREA OF KNOWLEDGE AT ELEMENTARY LEVEL

Abstract

The aim of this research was to find out the effects of activity-based teaching and traditional method of teaching Mathematics in the area of Knowledge at Elementary Level. The research was experimental based on pre-test, post-test control group design. Two units of geometry were selected from seventh class Mathematics for this research. Population of the research study was all students of seventh class from GGHS Bhedian Pattoki, District Kasur, Punjab (Pakistan). For selection of sample a pre-test was administered to all (84) students of class seventh in Govt. Girls High School Bhedian Pattoki District Kasur except twenty students. Thirty students (each) were assigned randomly to experimental and control group on the basis of pre-test matching scores. Both tests were developed from the seventh class Mathematics Book for the compilation of data. Tests were administered keeping the domain of knowledge in view. Selected unit 10 and unit 12 from seventh class Mathematics Book prescribed by Punjab Text Book Board were taught to both groups (experimental and control) for the time of eight weeks. Activities were used for experimental group only and other group was taught traditionally. Time for the teaching Mathematics was 40 minutes daily to each group. Independent sample t-test was applied on the pre-test and post-test scores to check whether there is difference in the performances of two groups in the domain of knowledge. It was concluded that there was significant difference in mean achievement scores in the area of knowledge taught by activity-based teaching. Activity based teaching was recommended for other areas of cognitive domain. It was recommended that activities may be used for each subject and for every class up to elementary level.