Enhancing Mathematical Proficiency in Primary Students Through Activity-Based Learning: A Study in Churchandpur District, Manipur

Source abstract

This study investigates the impact of activity-based learning (ABL) on the mathematical achievement of Class V students in Churchandpur District, Manipur, India. Responding to the decline in mathematics achievement observed in National Achievement Survey (NAS) data from 2017 to 2021, the research focused on two core competencies: Number System and Operations and Geometry. Employing a pretest-posttest control group design, the study involved 72 students from a government primary school, purposively selected to ensure diverse representation and over a four-week ABL intervention incorporated hands-on activities, manipulatives, and group-based learning to deepen students' understanding of mathematical concepts. Data collection included a 30-item questionnaire aligned with the NAS model to assess competencies in pre- and post-intervention. Findings revealed statistically significant improvements (p < 0.001) across both competencies, with mean Number System and Operations scores increasing from 5.46 to 7.63 and Geometry from 3.51 to 8.67. Notably, gender differences in pretest scores narrowed post-intervention, suggesting ABL's role in promoting gender-equitable learning outcomes. These results endorse ABL as an effective method for improving mathematics achievement and advocate for its integration into primary education to enhance understanding engagement and promote equitable, in-depth mathematical learning