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

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.