Names are not just given for the sake of giving names in traditional Igbo communities respectively. Names are given according to the circumstances that surrounded the birth of a child and this actually makes such names to be symbolic and impregnated with meanings. In traditional Igbo communities, certain names are believed to be part or associated with molding of a person’s character.  However, Igbo names play some vital roles or significance in these societies. This paper examines why names are given in these two tribes and to bring out their interpretive paradigm. Certain names are given in order to maintain and make peace and cordial relationship among the community members. Names are given to warn or guard against and challenge envy which usually leads to conflict in the community. Names are given to challenge the prospective evil doer to enable him refrain from evil. Names are given to maintain whole some relationships between man and supernatural. Names are given to insult, appeal or praise to the players of the Heavenly spiritual abode and the mundane Earth to enable them achieve a welcome goal or objective. Names are given to signify the various designations that individuals hold especially in respect of others with whom he may be having interaction with be it political, religious, social, and economic.

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.