Abstract

• The purpose of this study is to investigate into the effectiveness of activity-based learning in comparison to traditional learning in teaching of Middle School Geography students. Quantitative and qualitative QUAN qual which is known as an explanatory sequential mixed method and nonequivalent control group design were used. The subjects were selected from three Basic Education schools (one from downtown, one from urban and one from outskirt) located in one out of eight townships in Nay Pyi Taw and three Basic Education schools (one from downtown, one from urban and one from outskirt) located in one out of ten townships in Mon State by using simple random sampling method. The instruments include pretest, posttest, teachers‘ attitudinal questionnaires, students‘ attitudinal questionnaires, observation checklist, teacher‘s interview questions and student‘s interview questions. The experimental groups were taught by activity based learning while the control groups were taught by traditional methods to cover (20) lesson plans for Grade Seven geography. Students‘ geography learning achievement was compared and analysed by using one-way ANCOVA. The findings show that there were significant differences in posttest results between experimental and control groups, and most questionnaires and interview results were positive except moderately satisfactory responses from observation checklists.