Abstract

This  research  study  was  conducted  to  determine  the  impact  of  activity  base  joyful  learning  on academic achievement of students at elementary level in science. Sixty pupils of grade five from GPS Chak No.29NB  Sargodha  were  selected  as  the  population  of  study.  The  experimental  research  design  was adopted.  The  pretest  was  conducted  on  students to  mark  equal  the  two  groups  and  results  were  obtained.

The  participants  were  divided  into  groups,  namely  experimental  group  and  control  group.  Thirty  pupils were volunteered for the experimental group sample and the remaining thirty pupils were nominated as the sample  of  control  group.  The  experimental  group  was  educated  through  activity  base  joyful  learning methodology while the control group was taught through traditional method. MCQ tool was developed and administered to students before and after the activity and lesson delivery. The impact of activity base joyful learning on academic achievement of students was acquired through mean value, standard deviation and „t‟ Test scores of pre-test and post-tests. The study outcome reveals that the student’s scores were significantly increased  in  experimental  group  strategy  as  compared  to  control  group  method.  The  study  perceived  that the  activity  base  joyful  learning  method  can  enhance  the  academic  achievement  of  the  pupil.  The  finding recommends  that  the  uses  of  activity  base  joyful  learning  methodology  are  more  effective  to  improve  and develop the enhanced skill and academic achievement of students.