AN EXPERIMENTAL STUDY ON THE EFFECT OF ACTIVITY-BASED TEACHING ON FEMALE STUDENTS’ ACADEMIC ACHIEVEMENT IN PAKISTAN STUDIES OF PUBLIC SECTOR COLLEGE OF LAHORE

Abstract

Activity-based teaching promotes learner responsibility, collaboration, and social skills. This experimental study examined its effect on Grade XII students’ academic achievement in Pakistan Studies at a public girls’ college in Lahore, Pakistan. Using a quasi-experimental pre-test and post-test design, 70 students were divided into experimental and control groups. Over 16 weeks, the experimental group was taught through activities such as debates, summary writing, question-answer sessions, matching exercises, completion exercises, and scrabble, while the control group received traditional instruction. Data were collected through validated and reliable achievement tests and analyzed using descriptive statistics, Shapiro–Wilk normality testing, and Cohen’s d. Results showed that activity-based teaching significantly improved achievement in Pakistan Studies subject, with a stronger effect in English. The study recommends incorporating activity-based methods to enhance students’ interest and academic performance.