References

• Anwer, F. (2019). Activity-Based Teaching, Student Motivation and Academic Achievement. Journal of Education and Educational Development, 6(1), 154-170.
• Arends, R. I. (2004). Learning to teach (6thed.). New York: McGraw Hill Company.
• Azuka, B. F. (2013). Activity-based learning strategies in the mathematics classroom. Journal of Education and Practice, 4(13), 8-14.
• Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of Second Language Writing, 17(2), 102-118.
• Churchill, D. (2003), Effective design principles for activity-based learning: The crucial role of ‘learning objects' in science and engineering education. Paper Presented at the Ngee Ann Polytechnic, 2
• David, M. M. (2007). A Task-Centered Instructional Strategy. Journal of Research on Technology in Education, 40(1), 5-22. https://doi.org/10.1080/15391523.2007.107 82493.
• David, S.O. (2007). Effects of Activity-based teaching method on the academic achievement of slow learners in chemistry at the senior secondary school level (Unpublished Med. Thesis). Department of Education (Science) of the Faculty of Education, Ahmadu Bello University, Zaria.
• Federal Ministry of Education. (2004). National Policy of Education. Lagos Federal Government Press.
• Felder, R. M., & Brent, R. (2005). No.5 The Intellectual Development of Science and Engineering Students: In Modes Challenges. Journal of Engineering Education, 93(4), 269-278
• Hall, D. C., Kellar, G. M., & Weinstein, L. B. (2016). The impact of an activity-based learning environment and grade point average on student final course grade in an undergraduate business statistics class. Academy of Educational Leadership Journal, 20(1), 50-64.
• Hung, W., Jonassen, D.H., & Liu, R. (2008). Problem-based learning. In D.H. Jonassen (Ed.), Handbook of research on educational communications and technology (3rd edition). Mahwah, NJ: Lawrence Erlbaum Associates.
• Hussain, S. (2004). Comparison of traditional and super- learning techniques for teaching science at elementary level (Unpublished Ph.D. thesis). University of Arid Agriculture, Rawalpindi, Pakistan.
• Khan, S. A. (2008). An experimental study to evaluate the effectiveness of cooperative learning vs. traditional learning method (Unpublished Ph.D thesis). International Islamic University, Islamabad.
• Lebuffe, S. (1994). Problem-based learning: what and how do students learn? Educ. Psychol. Rev., 16(3), 235-266.
• Mahmood, M. K. (2004). A comparison of traditional method and computer assisted instruction on students' achievement in general-science (Unpublished Ph.D thesis). Institute of Education and Research, University of Punjab, Lahore.
• Marie, V. J. (1994). An Assessment of the need for Training to Incorporate Religious/Spiritual Values In Psychotherapy (Doctoral dissertation), Indiana University of Pennsylvania.
• Mehmood, K., & Kanwal, W. (2021). Implementation of activity based teaching at primary level: A theoretical perspective. Pakistan Journal of Educational Research, 4(1).
• Noreen, R., & Rana, A. M. K. (2019). Activity-Based Teaching versus Traditional Method of Teaching in Mathematics at Elementary Level. Bulletin of Education and Research, 41(2), 145-159.
• Oxford, R., & Crookall, D. (1990). Vocabulary Learning: A Critical Analysis of Techniques. TESL Canada Journal, 7(2), 09-30. https://doi.org/10.18806/tesl.v7i2.566
• Safdar, M. (2007). A comparative study of Ausubelian and traditional methods of teaching physics at secondary school level in Pakistan (Unpublished PhD dissertation). National University of Modern Languages, Islamabad.
• Schmidt, H. G. & van der Molen, H. T. (2001). Self- reported competency ratings of graduates of a problem-based medical curriculum. Acad. Med., 76(5), 466-468.
• Schmidt, H. G., Vermeulen, L., & van der Molen, H. T. (2006).Long-term effects of problem- based learning: a comparison of competencies acquired by graduates of a problem-based and a conventional medical school. Med. Educ., 40(6), 562-567.
• Shaibu, A. A., & Mari, J. S. (2002). Development and standardization of an instrument for assessing students' acquisition of science process skills in integrated science at the junior secondary level. Zaria Journal of Studies in Education, 3(1), 121-132.
• Thornton. K. R. (2001). Teaching Physics Concepts with Activity-based Learning, University of Wisconsin- Madison http://www.wcer.wisc.edu/nise/ilt/on03De c,2011.
• Yadav, P. (2015). Effect of Using Activity Based Teaching on Achievement of Students in Mathematics at Primary Level. International Journal of Advanced Research in Education & Technology (IJARET), 2(4), 157-159.