Adopting Activity Based Learning in Kenya: Emphasis on Achievement in Secondary School Mathematics
DOI:
https://doi.org/10.53103/cjess.v3i4.143Keywords:
Activity based learning, Achievement, MathematicsAbstract
The study purposed to investigate the effect of activity-based learning on the achievement of Mathematics in public schools in Machakos County, Kenya. Application of activity-based learning involving learners in forms two and three in different public school categories were investigated. Hypothesis formulated for the study tested the effect of activity-based learning on achievement in Mathematics among learners. The study targeted 112 Mathematics teachers and 60,354 learners. The study employed descriptive survey design. Questionnaires and interviews used to elicit data on classroom activities and achievement in Mathematics. Purposive sampling was used to identify participating teachers while learners were chosen through a simple random sampling technique. Descriptive statistics was used to interpret results while z-test was used to compare mean scores at α = 0.5%. Findings revealed a strong relationship between activity-based learning and achievement in Mathematics. Further it was found that problem solving skills of learner participants were enhanced by activities used during the learning process. The study recommended encouragement of Mathematics teachers to use activity-based learning to improve learner achievement. The study also recommended a similar study to be done in private schools to corroborate the findings reported in this study.
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