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.
Dr. Razia Noreen, Rashida Perveen, Dr. Sonia Rafique. (2020) EFFECTS OF ACTIVITY-BASED TEACHING AND TRADITIONAL METHOD OF TEACHING MATHEMATICS IN THE AREA OF KNOWLEDGE AT ELEMENTARY LEVEL, International Journal of Management Research and Emerging Sciences, Volume 10, Issue 3.
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