Effect of Activity-Based Teaching Methodology on Academic Performance of Slow Learners at Primary Level

The primary goal of the study was to examine the effect of an activity-based teaching methodology on the academic performance of slow learners at the primary level. This study used a quasi-experimental design. Multan's Government Institute for Slow Learners was the focus of the study. The experimental group of the Government Institute for Slow Learners Multan had a sample size of 18 slow learners (14 males and 4 females). Study participants came from a diverse range of socioeconomic backgrounds. All of the participants in the study are grouped together for the 2019-20 school year in class 1st (Slow Learners). The first day of this study was dedicated to conducting a pre-test to assess the academic performance of students. The researchers and a teaching assistant administered the test. An intervention plan was devised and implemented for 22 days. The students' academic performance was evaluated at the end of the study by conducting a Post Test on the final day. Before and after test results were compared to determine the impact of activity-based teaching methodology on the performance of slow learners at the conclusion of the research. The percentage, mean, and one sample t tests were used to analyze the data. The results revealed that students learned better through activity-based teaching methodology than traditional methods of teaching. Therefore, activity-based teaching methodology may be implemented in slow learners’ institutes.