Master

Permanent URI for this collection

https://ir.lib.pdn.ac.lk/handle/20.500.14444/202

Browse

Browsing Master by Subject "Activity based learning"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Activity based learning to teach natural and man-made environments for 8th graders
    (University of Peradeniya, 2014) Senadheera, S. S.
    Activity-based learning (ABL) is a student centered approach which follows the constructivist educational theory. But the teachers rarely practice ABL in the classroom due to various deficiencies that prevail in the system. This study was conducted to investigate the effectiveness of ABL , the difficulties faced by the teachers and students in teaching -learning process and to prepare an activity guide with multiple modalities. To carry out the study all the samples were selected from Wattegama Education Zone. To learn about teachers' perceptions 30 questionnaires were randomly distributed among the Science teachers and 10 Science teachers randomly selected were interviewed. To learn about students perceptions 40 questionnaires were distributed among 40 students of a randomly selected school. The first lesson of the grade 8 "Observe the environment as the scientist" was selected and an activity guide was prepared with 8 activities including 4 lessons, based on the results of the questionnaires and the interviews. Two schools were selected using mixer sampling and two classes from grade 8 were selected from each school as experimental and control groups. The experimental groups were taught the lessons using activity- based learning with the help of the prepared activity guide. The control groups were taught using lecture-based learning with the help of the teachers' instructional manual. Classroom observations, pre and post tests were conducted and the results analyzed in order to determine the effectiveness of activity- based learning. Activity-based learning method enhanced the students ' achievement level compared to the lecture-based learning. In comparison with the lecture-based learning, Student - student interactions and the teacher-students interactions were higher in activity- based learning. Moreover, the activities in the activity guide helped the students to attain a higher performance level. The study reveals ABL is an effective teaching method to adopt in the Environmental Education lessons. The teachers and the students should be provided with the required facilities, while taking into account the desires and interests of the students. Moreover, school-based teacher development programs must be implemented to develop the capacity of the teachers, and to introduce them ABL. The teachers should be given necessary guidance continuously to improve the teaching - learning process.
  • Thumbnail Image
    Item
    Development and evaluation of activity based learning for G.C.E (A/L) bio science curriculum on water quality analysis
    (University of Peradeniya, 2014) Vinitha, K.
    Water pollution has become a global crisis today, due to fecal contamination and various other factors resulting in ground water becoming unfit for human consumption and resulting in water borne diseases . Therefore, the necessity of saving our water sources and knowledge of drinking water quality is evident. The G.C.E (Advance level) Biology syllabus includes 'Water pollution' (sub unit 12.1.6) and utilizes the: microbial concept in drinking water (sub unit 13.2.1). The main objective of the current study was to evaluate the effectiveness of Activity Based Learning (ABL) on the AIL water pollution and related units, to enhance students' awareness regarding water pollution and educate students on proper usage of water , a limited resource. The study was conducted with 30 students in the grade thirteen biology class from two schools in Batticaloa-Paddirupu Educational zone after the floods in 2011. The students consisted of two groups, one being the experimental group, taught by ABL method and the other the control group taught by the conventional method (CM). The study included a survey including 10 teachers, students ' pretest, water quality analysis of 10 wells (contaminated and uncontaminated) in the flooded area of Battticaloa District. Water analysis included, physicochemical (Temperature, Turbidity, Colour, Conductivity, pH, BOD and, COD) and biological parameters (Total and Fecal coliforms). A supplementary guide consisting of a set of activities was prepared to develop and teach ABL. Finally a post -test was given to both groups of students. The teachers' survey revealed that 90% of biology teachers have an undergraduate degree , while 20% of them had an MSc qualification. Most of the teachers used the Clvl of teaching. However, it was expressed that the preferred method of teaching was the ABL method. The group of students of experimental (ABL method) and control group (CM) achieved similar results (p>0 .05) in the pre-test. There was a significant difference (p<0.05) of the average marks of the post test of the experimental group (ABL method) when compared to the marks of the students taught by the CM of teaching. Furthermore, the ABL group of students was motivated, enjoyed the learning experience and actively participated in the lessons. The study concluded that ABL is effective to teach the biological concepts of water pollution and related effects than the conventional method . Further the ABL method of teaching created awareness among the students of the need to protect the limited water resources available.