Activity-Based Learning and Student Achievement: An Empirical Study of Primary School

Activity-Based Learning (ABL) is a learner-centred pedagogical approach that emphasizes hands-on tasks, exploration, collaboration, and active participation rather than passive reception of information. This quasi-experimental study examined the effect of ABL on the academic achievement of primary school students. A sample of 120 Grade 4 students from public primary schools was divided into an experimental group (n = 60) taught through structured ABL activities and a control group (n = 60) taught through conventional lecture-based methods over a 12-week period in English and Mathematics. Pre-test and post-test achievement scores, along with measures of classroom participation and motivation, were collected. Results showed that the experimental group achieved significantly higher post-test gains (mean gain ≈ 12.8 points) compared with the control group (mean gain ≈ 5.6 points). ABL also produced higher participation rates and stronger self-reported motivation. Findings support the use of well-scaffolded ABL in primary classrooms to improve both cognitive outcomes and engagement. Implications for teacher training, curriculum design, and classroom practice are discussed