2025, Vol. 6, Issue 1, Part C

This study examined the impact of Activity-Based Learning (ABL) in comparison to traditional teaching ways for enhancing middle school students' understanding of fractions. Given the common difficulties students encounter with fractions, the research hypothesized that ABL-integrating hands-on manipulatives, collaborative exercises, and real-world applications-would lead to significant learning improvements. A quasi-experimental design was used, involving 60 seventh-grade students from Ashadeep Adhyapak Mahavidyalaya Nalasopara, for ABL, divided the students into two group, intervention group and a traditional instruction control group.

To measure learning outcomes, data were collected through pre assessment and post assessments evaluating conceptual fraction knowledge, classroom observations tracking student engagement, and surveys assessing students' attitudes toward mathematics. Statistical analysis using t-tests showed that students in the ABL group showed significantly higher post assessment scores than those in the control group (𝑡(58)=3.42, 𝑝<0.01). Observational data indicated increased participation, collaborative problem-solving, and focused classroom behavior among ABL participants. Additionally, survey responses reflected a more positive response toward mathematics in the intervention group of students.

These findings highlight ABL as an effective instructional approach for strengthening fraction comprehension in middle school students. The study contributes to existing research supporting active learning strategies in mathematics education. Further research is recommended to investigate long-term impact of ABL and its applicability in various educational contexts.