2026, Vol. 7, Issue 1, Part B

Science education at the secondary level often involves abstract concepts that students find difficult to comprehend, particularly in chemistry. Traditional lecture-based teaching methods frequently fail to engage learners or enhance understanding effectively. This study investigates the effectiveness of activity-based learning in improving the academic achievement of Grade IX students at Spicer Higher Secondary School in India, focusing on the topic of atomic structure and chemical bonding. A two-group experimental design was employed, with 32 students divided into a control group (traditional teaching) and an experimental group (activity-based learning). Pre-tests and post-tests were administered to both groups, and the data were analyzed using means, standard deviations, and t-tests. The results showed a significant improvement in the experimental group compared to the control group, demonstrating that activity-based learning enhances conceptual understanding, engagement, and retention. The study suggests that incorporating multisensory and interactive methods in chemistry education can significantly improve student outcomes. Implications for educators, curriculum developers, and policymakers are discussed, and recommendations for future research in diverse subjects are provided.