Effect of Activity-Based Teaching on Grade VIII Students Writing Outcomes
DOI:
https://doi.org/10.62997/rl.2024.31031Keywords:
Metaverse Gaming, Appearance of Avatars, Social Interaction, Media Richness, Embodied Social PresenceAbstract
This study investigates the impact of Activity-Based Teaching (ABT) strategies on the writing outcomes of Grade VIII students in Vehari District, Punjab, Pakistan. With the increasing demand for effective English writing skills, especially in academic and professional settings, the study aims to identify whether a shift from traditional rote-learning methods to interactive, student-centered teaching can bring measurable improvement in students’ writing abilities. A quasi-experimental design involving control and experimental groups was employed. Pre-tests and post-tests were administered to assess the improvement in writing skills. One standardized instrument on ABT was adopted, whereas a self-constructed instrument on the lesson Let’s Make Our Road Safe and Hazrat Umer (رَضِيَ اللهُ عَنْهُ) was used to collect the data from participants. The results of an independent sample t-test show significant improvement in the writing performance of students exposed to ABT, confirming the effectiveness of this pedagogical shift. The results confirm that in case of pre-test there were no significant difference regarding ABT on topic let’s make our road safe and Hazrat Umer (رَضِيَ اللهُ عَنْهُ) through control and experimental group whereas ABT on topic let’s make our road safe and Hazrat Umer (رَضِيَ اللهُ عَنْهُ) through control group and experimental group showed more reading outcomes among grade VIII students. The study recommends the inclusion of ABT in the English curriculum across middle schools in Punjab and targeted professional development for teachers.
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