International Journal of Social Science Research (IJSSR)

Evaluating the Impact of Activity Based Learning on Problem Solving Skills and Academic Achievement: A Comparative Study Among Higher Secondary Students

This study investigated the impact of activity based learning (ABL) on problem solving skills, academic achievement, self regulated learning (SRL), and critical thinking among higher secondary students in English. A quasi experimental design compared an experimental group taught via ABL at Govt. HSS Khudmudi with a control group taught via traditional methods at Govt. HSS Bhimbhori (each n = 30). Pre test and post test scores in self regulated learning (SRL), general academic achievement, and higher order thinking (HOT) were analyzed using independent samples and paired samples t tests along with Pearson correlation. Results showed that the experimental group’s total score increased by 69.5 points (from 155.0 to 224.5), while the control group gained only 6.0 points (from 155.9 to 161.9). Independent samples t tests revealed significantly superior HOT performance for the ABL group (M = 20.10 vs. 13.20, t(58) = 13.66, p < 0.001). Paired samples analyses indicated large gains in both problem solving (t(29) = 16.97, p < 0.001) and SRL (t(29) = 94.53, p < 0.001). Within the ABL framework, post activity reflective debriefing outperformed pre activity scaffolding (t(28) = 2.33, p = 0.028). Inquiry based activity engagement was strongly and positively correlated with HOT (r = 0.72, p < 0.001) and SRL (r = 0.68, p < 0.001), with HOT and SRL also highly correlated (r = 0.84, p < 0.001). All five null hypotheses were rejected, indicating that ABL significantly enhances problem solving skills, self regulated learning, academic achievement, and critical thinking, and that post activity reflection and inquiry based tasks are particularly effective components of the ABL framework.