Improving Students’ Conceptual Understanding and Achievement in Mathematics through Activity-Based Learning.
Kundan Kumar Singh
Assistant Professor
Teachers’ Training College, Bhagalpur [Affiliated to T.M. Bhagalpur University]
Email Id: kundansinghss.me@gmail.com
Abstracts: Conceptual understanding is a fundamental goal of mathematics education because it enables students to apply mathematical knowledge meaningfully in different contexts. However, many students experience difficulties in mathematics due to traditional teacher-centered instructional practices that emphasize memorization of procedures rather than understanding of underlying concepts. In recent years, Activity-Based Learning (ABL) has gained increasing attention as an effective pedagogical approach that promotes active participation, exploration, and collaborative learning among students. Activity-based instruction encourages learners to engage in hands-on tasks, problem-solving activities, and interactive classroom experiences that help them construct mathematical knowledge through direct involvement. The present study aims to examine the effectiveness of activity-based learning in improving students’ conceptual understanding and academic achievement in mathematics at the secondary school level. A quasi-experimental research design was adopted for the study. The sample consisted of secondary school students who were divided into two groups: an experimental group and a control group. The experimental group was taught mathematics using activity-based instructional strategies such as manipulatives, group discussions, mathematical games, and real-life problem-solving activities, whereas the control group received instruction through traditional lecture-based teaching methods. Data were collected using a mathematics achievement test and a conceptual understanding assessment administered before and after the instructional intervention. The results of the study revealed a significant improvement in both conceptual understanding and academic achievement among students who were taught through activity-based learning compared to those who received traditional instruction. The findings indicate that activity-based pedagogy not only enhances students’ comprehension of mathematical concepts but also increases their motivation, participation, and confidence in learning mathematics. The study highlights the importance of adopting learner-centered teaching strategies in mathematics classrooms to promote meaningful and effective learning experiences. It is therefore recommended that teachers, curriculum designers, and teacher education programs integrate activity-based instructional practices to improve the quality of mathematics teaching and learning in schools.
Keywords: Activity-Based Learning, Mathematics Education, Conceptual Understanding,Academic Achievement, Mathematics Pedagogy.
