THE IMPACT OF ACTIVITY BASED LEARNING METHOD IN TEACHING AND LEANING OF PHYSICS AMONG SS2 STUDENTS IN SOME SELECTED SENIOR SECONDARY SCHOOLS IN DALA LOCAL GOVERNMENT AREA KANO STATE.

ABSTRACT This study investigated the impact of activity-based learning methods on the teaching and learning of physics among SS2 students in selected secondary schools in Dala Local Government Area, Kano State. The study adopted a quasi-experimental design involving experimental and control groups. A total of eight schools (four boys’ and four girls’ schools) were selected, and a Physics Achievement Test (PAT) was administered as a pre-test and post-test. The research sought to determine the effect of activity-based methods on students’ academic performance, critical thinking, problem-solving skills, and gender differences in learning outcomes. Data were analyzed using descriptive statistics and inferential tests. The results showed that students taught using activity-based methods performed significantly better than those taught with traditional methods. Additionally, activity-based learning enhanced students’ critical thinking and problem-solving abilities. Although female students showed slightly higher performance, the gender difference was not statistically significant. It was concluded that activity-based learning is effective and should be adopted in the teaching of physics. Recommendations were made for teacher training, curriculum planning, and further studies.