International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Volume 8 Issue 5
September-October 2026

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Activity-based Learning in Secondary Education-a Quasi-experimental Study

Author(s) Dr. Harsha Devi
Country India
Abstract Activity-Based Learning (ABL) posits that students learn best through active, hands-on engagement rather than passive reception. Despite its theoretical backing, empirical evidence comparing its efficacy directly against traditional lecture-based methods in secondary education requires continuous contextual validation. This study utilised a quasi-experimental, pre-test/post-test non-equivalent control group design to evaluate the impact of Activity-Based Learning Modules on academic achievement in science. A sample of 60 secondary students was divided into an experimental group (ABL Modules) and a control group (Traditional Lecture Method). Baseline equivalence was established using an independent samples t-test, while post-intervention differences were analysed using an Analysis of Covariance (ANCOVA), controlling for pre-test scores. Initial t-test results indicated no significant difference between groups at baseline. Following a four-week intervention, ANCOVA results demonstrated a statistically significant difference between the groups, with the Experimental group scoring significantly higher than the control group, F (1,57) =32.54, p < .001. The findings suggest that ABL modules significantly enhance academic achievement compared to traditional pedagogies, providing actionable insights for curriculum designers and educators.
Keywords Activity-Based Learning, Secondary Education, Academic Achievement
Published In Volume 8, Issue 5, September-October 2026
Published On 2026-09-26
DOI https://doi.org/10.36948/ijfmr.2026.v08i05.88403
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CrossRef DOI prefix of IJFMR is 10.36948/ijfmr

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