Effect of Activity Based Learning Programme on English Subject in Std. VIII Students in Relation to Certain Variables

This study examines the effect of an Activity-Based Learning (ABL) program on English subject achievement among Standard VIII students, and explores how its impact varies across selected individual variables: gender, prior English proficiency, and academic motivation. Employing a quasi-experimental design with pre-test and post-test assessments, the investigation involved two cohorts-experimental group exposed to ABL strategies and control group receiving traditional instruction.The ABL intervention incorporated interactive, learner-cantered pedagogies, including collaborative storytelling, language games, role-plays, peer-generated exercises, and matching/milestone activities—as aligned with ABL practices reported in Indian and South Asian contexts.Results demonstrated that the ABL group achieved significantly higher post-test scores in English achievement relative to the control group (p < 0.05), consistent with multiple prior studies showing positive learning outcomes from activity-based techniques. Gender-wise, both boys and girls benefited, with slightly higher gains among girls, though differences were not statistically significant. In terms of prior proficiency, students with moderate baseline English ability showed the largest gains, suggesting mid-level learners benefit most from ABL formats. Similarly, higher-motivation students exhibited greater improvement in ABL settings, indicating motivation as a positive moderator of ABL effectiveness.Qualitative feedback revealed that students found ABL sessions more engaging, confidence-boosting, and supportive of deep understanding—echoing themes reported in earlier educational research in elementary and middle school contexts.