Abstract
Listening is the first and the most important language skill for the acquisition of
language. Effective language teaching can enhance this skill. The researchers attempt
to investigate the effects of Activity Based Learning (ABL) method on this skill. The
researcher used an experimental design (pre-test, post-test equivalent group design) for
the study. The targets of the study were: (a) to analyze the effects of ABL on listening,
and (b) to investigate the effects of ABL method on the achievements of low and high
achiever learners in listening skill. To achieve the objectives, null hypotheses were
tested. Fifty male students of grade 6 of G.H.S Tarkha, Nowshera were chosen as a
sample by using random sampling technique, divided into two equal groups, control
and experimental on their achievements in teacher-made pre-test. Low achievers and
high achievers were identified in both groups. Two different procedures were applied
in the experiment. The experimental group was treated with ‘‘activity based learning
method’ whereas the control group learned through the routine teaching method. The
experiment was conducted for seven weeks. Two teachers were selected for the study,
possessing almost similar competence and qualification of language teaching. After the
experiment, a post-test was administered to both groups. To find the effect of ABL,
statistical analysis was calculated by independent sample t-test. The findings of the
results showed that both groups had almost the same competence in listening skill on
pre-test but on post-test results, the experimental group performed better than the
control group. It is suggested that teachers should create conducive environment for
the improvement of listening. Therefore, they need to provide exposures and practices
to students through various activities on the pattern of ABL method.
Zahoor-ul-Haq, Arif Khan, Rabia Tabassum. (2015) Effect of ABL Method on Students’ Performance in Listening Skill at Grade-VI, The Journal of Humanities & Social Sciences, Volume-23, Issue-3.
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