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Mathematics creativity is very important in studying mathematics at every level of education but less attention is paid to it in the teaching-learning process and this has resulted to poor performance in the subject. The study investigated how activity based learning approach can enhance the creative skills of primary school pupils. A sample of 185 pupils from six purposively selected government owned primary schools in Owerri west local Government area of Imo state was used for the study. The study was a quasi-experimental research type adopting the pre-test, posttest non equivalent control design. The instrument for data collection was a researcher made objective test titled "Mathematics Creativity Test (GAT)"Instrument which had reliability coefficient of 0.79 determined using Kuder-Richardson formula (KR21). The experiment group was taught geometric concepts using Activity-Based Learning Approach while the control group was taught using the traditional approach. The data generated was analyzed using mean and standard deviation to answer research questions while the hypotheses were tested using ANCOVA statistical tool at 0.05 level of significance. The result of the study revealed that Activity-Based Learning Approach enhanced pupils' mathematics creative ability irrespective of gender and ability levels. Based on the result, it was recommended that Mathematics teachers at the primary school level should apply pupils centered approaches such as activity-based learning approach in teaching to enhance pupils' creativity in mathematics.

Education in India was through the Gurukul system up to a few centuries ago till the beginning of British rule in India. But in this Activity Based Learning (ABL) method transaction to the primary schools, tutors faced lot of problems. So the vestigator has identified the tutors working in the primary schools situated in cuddalore district as sample. Hence, the researcher has made an attempt to study the problems faced in activity based learning of the primary school tutors. The objectives of this study is to find study the level of Difficulties faced by primary school teaches in Activity Based Learning and the significance of the difference between the following of sub-samples with respect to their problems faced in Activity Based leering. The following tool has been used for collecting data. Problems faced in ABL scale standardized by K. Muruganantham (2010). It is taken from the school register. The tool was administered to a random sample of 250 primary school tutors working in the cuddalore education district. The aim of the study is to study the significance of the difference between the following of sub-samples with respect to their problem faced in Activity Based leering. Location of school (rural /urban), Types of school (Government / Aided) Community (OC/BC/MBC/[SC/ST]). In order to find out whether the difference between the mean Problems faced in ABL scores of primary school teachers working in Government school and Aided school is significant or not, the null hypothesis that there is no such difference and the observed difference has arisen only due to change fluctuations has been set up. The 't' value is significant at 0.05 level.

As a global medium of communication, the importance of English has increased a lot in the present social, political and commercial contexts. With the advancements of IT in various spheres of society, English has become the only language for the world citizens. Because of its international demand and recognition as a world language, English has always been a part of our education system. It has become a dire need of modern age all over the world. As a receptive skill, reading is a crucial skill to master in order to be successful in one's academic pursuits. Due to its impact, reading is an important skill cultivated in an English language classroom at primary level. The effectiveness of methods upon the development of Second language teaching and learning is unavoidable. At the other end, the commercialization of education has resulted with a plethora of materials flooding the language development arena, each claiming to be effective in its own way. As a result, field practitioners are facing a new dilemma; identifying the 'best' materials for their classes. Thus, it is beneficial for practitioners to acquire the knowledge of how such materials are produced. Such knowledge would develop the teachers' ability to evaluate the potential of a teaching method and perhaps develop oneself. This research work is an exposure of the theoretical background and the developmental process in the production of reading skills. Some primary schools in Bahawalpur have adopted ABL in their classrooms to improve students' reading skills. ABL is even claimed to be more effective in language teaching than traditional teaching methods. As this study investigated the utility of ABL about the reading skills of primary level students, it was also designed to maximize reading comprehension skills through activities. In the hypothesis of the study, the researcher suggested that ABL would bring positive change in the students' reading comprehension skills. The study adopted pretest-posttest control group quasi experimental design. Two ...

This study was designed to determine the effects of challenge-based and activity-based learning approaches on technical college students' achievement and retention in woodwork technology. A pre-test, post-test, non-equivalent control group, a quasi-experimental research design was adopted. The study constituted a total number of 122 subjects, 63 for Challenge-based learning, while 59 for activity-based learning. three research questions and three null hypotheses, tested at 0.05 level of significance, guided the study. The instruments used for data collection were Woodwork Cognitive Achievement Test (WCAT). Other instruments used were the challenge-based and activity-based learning lesson plans. The items of the WCAT were based on a table of specifications built in order to ensure the content validity of the test. The instruments were also subjected to face validation by five experts in woodwork technology from the Department of Industrial and Technology Education, Federal University of Technology Minna and woodwork technology teachers at Government Technical Colleges in Niger State. The WCAT was trial-tested to determine its psychometric indices and reliability coefficient. The trial test for determining the coefficient of stability of the WCAT was carried out using the test re-test reliability method. Pearson product-moment correlation coefficient of WCAT was found to be .78. In addition, Kuder Richardson 21 (K-R 21) was used to test the internal consistency of the WCAT. The reliability coefficient obtained was .76. Mean was used to answer the research questions; while ANCOVA was employed to test the hypotheses. The study revealed that students taught woodwork using the challenge-base learning instructional approach had a higher mean score than students taught using the activity-based learning teaching method in cognitive achievement test. In each mean score of males taught woodwork using a challenge-based learning instructional approach was higher than the mean score of females taught using the same ...

This study was designed to determine the effects of challenge-based and activity-based learning approaches on technical college students' achievement and retention in woodwork technology. A pre-test, post-test, non-equivalent control group, a quasi-experimental research design was adopted. The study constituted a total number of 122 subjects, 63 for Challenge-based learning, while 59 for activity-based learning. three research questions and three null hypotheses, tested at 0.05 level of significance, guided the study. The instruments used for data collection were Woodwork Cognitive Achievement Test (WCAT). Other instruments used were the challenge-based and activity-based learning lesson plans. The items of the WCAT were based on a table of specifications built in order to ensure the content validity of the test. The instruments were also subjected to face validation by five experts in woodwork technology from the Department of Industrial and Technology Education, Federal University of Technology Minna and woodwork technology teachers at Government Technical Colleges in Niger State. The WCAT was trial-tested to determine its psychometric indices and reliability coefficient. The trial test for determining the coefficient of stability of the WCAT was carried out using the test re-test reliability method. Pearson product-moment correlation coefficient of WCAT was found to be .78. In addition, Kuder Richardson 21 (K-R 21) was used to test the internal consistency of the WCAT. The reliability coefficient obtained was .76. Mean was used to answer the research questions; while ANCOVA was employed to test the hypotheses. The study revealed that students taught woodwork using the challenge-base learning instructional approach had a higher mean score than students taught using the activity-based learning teaching method in cognitive achievement test. In each mean score of males taught woodwork using challenge-based learning instructional approach was higher than the mean score of females taught using the same ...

Quality has been an Education for All (EFA) goal since the 2000 Dakar framework positioned it 'at the heart of education' as a fundamental determinant of student enrolment, retention and achievement. Over the years, classroom pedagogy has been consistently regarded as 'the crucial variable for improving learning outcomes' (e.g., Hattie, 2009) and is thus seen as critical to reforms aimed at improving educational quality (UNESCO, 2005 p.152). The quality of teacher–pupil classroom interaction remains of central importance, rather research evidence (e.g., Borich, 1996) suggests that it is the single most important factor accounting for wide variation in the learning attainments of students who have used the same curriculum materials and purportedly experienced similar teaching methods. Other more recent studies (e.g., Aslam and Kingdon, 2011) have also reported that teacher 'process' variables have a more significant impact on student achievement than standard background characteristics. In the current era of the 'global learning crisis' (UNESCO, 2014) many developing economies have embarked on major pedagogical reforms. In India, the notion of energising schools and transforming classrooms has received unprecedented attention in the last 15 years. A number of programmes have been introduced in various states to provide meaningful access (Jandhyala and Ramachandran, 2007). The Activity Based Learning (ABL) Programme is one such effort to change the nature of teaching and learning in mainstream classrooms. In a national context, where there are innumerable on-going efforts aimed at pedagogical reform, ABL is hailed as a success story in terms of replication of a small model to a grand scale. From modest beginnings in 2003 in 13 Chennai (the capital city of Tamil Nadu) schools, ABL was rolled out in a phased manner across the entire state of Tamil Nadu for all children in classes 1–4, in all government and aided schools. The last few years have witnessed its adaptation under various guises in several other Indian states, such as Ekalavya in Madhya Pradesh, Digantar in Rajasthan and Nali Kali in Karnataka. Efforts to promote it internationally in other parts of the developing world, such as Ghana, Bangladesh, Ethiopia and Mozambique (Fennell and Shanmugam, 2016)have also been made. Though as Nudzor et al., 2015 note it has been met with mixed success in the case of Ghana. Nonetheless, ABL is an interesting programme to examine given its rapid growth and international outreach. ; The project was funded by Department for International Development (DFID, India).

This study examines the effects of challenge-based and activity-based learning approaches on technical college students' achievement, interest and retention in woodwork technology. A quasi-experimental research design was adopted. The study constituted a total number of 122 subjects, 63 for Challenge-based learning, while 59 were for activity-based learning. The study revealed that students who taught woodwork using the challenge-based learning instructional approach had a higher mean score than students taught using the activity-based learning teaching method in cognitive achievement tests, psychomotor achievement tests and tests for retention of learning. Consequently, the research recommended that the National Board for Technical Education (NBTE) should consider a review of the Woodwork work curriculum for Technical Colleges with a view to incorporating the challenge-based learning instructional approach into the teaching of the woodwork.

Eight online study activities that included elements of digital competences identified by the European Union Digital Competence (DIGCOMP) framework were delivered via an institutional Virtual Learning Environment (VLE) to examine whether the participants possessed the digital skills necessary for their studies and check whether the needed skills should be offered as a separated training course or be embedded in the normal curriculum. Designed along Gilly Salmon's 'e-Tivity' model the activities were offered to 102 first-year Midwifery students as a part of their first-year study module taught by a number of tutors under the co-ordination of the module leader in two different campuses; the eight sessions comprised of: a) a pre-course bespoke, self-assessment questionnaire to establish the digital-competence potential across the groups and identify areas of interest, b) six technology-enhanced e-tivities representing short problem-based tasks on midwifery-related content aimed at revealing different aspects of digital competences and c) the final activity focussed on reviewing the student experience through short reflective diaries. The majority of the participants reported that they gained or refreshed skills, characterised the tasks as 'interesting', 'enjoyable and motivating their learning', and declared their preference for the use of multimedia. Some of them liked the honing of self-directed learning skills and only a small number reported that the activities did not stretch enough to enhance the already possessed skills. A few reported distracted by non-facilitated online delivery of the activities and required clarification about the depth and the breadth of the needed detail. The same participants often expressed positive and negative experiences deriving from technology-use, appreciation for the increase of communication channels on offer, referred to self-awareness, to the impact of new technological developments, the social media, and the impact of challenging tasks; however, others thought that technological skills could be time-consuming to manage and that the availability of technology did not necessarily result in its increased use in demanding situations. It was extensively agreed that training and support for the use of technology were very important. As to the provision of feedback positive experiences summarised the need for meaningful and timely feedback, while others complained about the lack of direct communication with the tutors and requested examples to enable their better understanding on the nature of the work that had to be done. Group work was appreciated as it allowed acquaintance with the peers, the sharing of knowledge and skills, the exchanging of ideas and other. Networking and socialising with colleagues were well received, group-work tasks were seen as an ice-breaker and team-formation dynamics were identified when people were asked to work together; difficulties in participation were reported only by those who lived far from the university campus. From a pedagogic perspective comments were positive for information and research literacies, information dissemination and critical evaluation of the sources; only few stated preference for a standardised list of resources. Although the VLE was found easy to use, some problems reported when dealing with video files. The utilisation of various digital devices mainly concerned the participants' needed technological skills and at the beginning some felt discouraged by the quality of work their more technically able peers presented. In conclusion two factors should be carefully examined: a) the lack of protected time within the curriculum delivery to undertake the activities and b) the lack of an accreditation scheme.

This study was undertaken to investigate the outcome of using the activity based learning method on the development of writing skills of students of grade 6. The study used pretest post-test equivalent group design. 50 students were randomly selected from a government school as sample for this study. They were divided into experimental and control groups based on the scores they achieved in pre-test. Students in the experimentalgroup received instruction through activity based method of learning. In contrast, the traditional method of teaching writing was used for teaching the control group. A comparison of pre- and post-test scores on writing measure evidenced that the experimental group performed better that the control group on writing post-test. It was concluded that activities helped enhance the writing skills of the experimental group. This finding suggests that students of elementary level should be engaged in activity based learning to enhance their writing skills.

The study seeks to understand the issues and challenges related to the implementations of activity-based instructions on vocational and technical education student in Nigeria. A survey was carried out involving vocational and technical education teachers in all six government owned technical colleges in Lagos State of Nigeria. A total of 150 teachers were selected randomly as respondents for the study. A four point scale items were designed to elicit information from the respondents. The findings of the study indicated that the techniques and the strategies adopted by the teachers of vocational education include: demonstration, field trips, projects, experiments and assignments. Various methods to evaluate students outcome include: process-product through systematic observation. It was evident from the study that constantly focusing on activity to make learning fun can actually hamper those students who make good progress without it. Based on the findings the researcher therefore concluded that good vocational and technical education teachers require the right attitude, have years of professional and practical skills and entrepreneurial experience at the workshop floor of industry and good background knowledge of engineering design.

PurposeThe purpose of this paper is to extend the role of the theory of constraints (TOC) to complement, reinforce, and help integrate conventional operations management (OM) concepts by using an Excel‐based version of the dice game discussed in The Goal by Goldratt.Design/methodology/approachThe paper discusses the motivation for and the development and evaluation of an Excel‐based dice game model of a production system for novice managers to experiment with. A set of experiments related to OM concepts (e.g. inventory, capacity, and variability) is designed and counterintuitive results are discussed. The paper concludes by demonstrating how TOC provides an integrative OM framework.FindingsThe novel The Goal by Goldratt serves as a comprehensive case study in OM. The computerized dice game provides a mechanism for understanding relationships among various OM concepts. The proposed set of experiments strengthens the linkages between OM and TOC concepts. Managers can conduct additional experiments and predict/interpret the results without spending time in the logistics of setting up the manual dice game repeatedly.Research limitations/implicationsThe proposed dice game simulates a fairly simple serial production system so the generalization of results obtained might not be intuitively convincing for more complex production systems. More advanced OM concepts such as push (MRP) and pull (JIT) systems can easily be investigated using the underling logic of the dice game proposed here.Practical implicationsThe model provides an innovative way to integrate TOC concepts with mainstream OM concepts and thereby, renews interest in OM.Originality/valueSeveral versions of dice games, both manual and spreadsheet based, have appeared in the literature, however, none attempt to address as wide a variety of operations issues as the game proposed here.