Evaluating the key factors influencing the effectiveness of Activity-Based Teaching and Learning in IB Economics for Grade 11 and 12
Abstract
Education systems worldwide are undergoing a paradigm shift from traditional lecture-based teaching to more student-centered, activity-driven learning methodologies. In this context, Activity-Based Teaching and Learning (ABTL) has emerged as a transformative pedagogical approach that actively involves students in the learning process, promoting critical thinking, problem-solving, and real-world application. The International Baccalaureate (IB) Economics curriculum, which is designed to develop students’ analytical and evaluative skills, aligns well with the principles of ABTL. This study employs the Interpretative Phenomenological Analysis (IPA) technique to explore the lived experiences of IB Economics students and teachers regarding ABTL. Using qualitative methods such as semi-structured interviews, reflective journals, focus group discussions, classroom observations, and thematic analysis of student work, the study seeks to evaluate the effectiveness of ABTL in enhancing students’ understanding and application of economic concepts. The research design includes purposive sampling of IB Economics students and teachers from multiple IB schools, ensuring diverse perspectives. Additionally, reliability and validity measures such as triangulation and member checking are employed to enhance the credibility of findings. The study finds that ABTL significantly enhances student engagement, comprehension, and the ability to apply economic theories to real-world scenarios. Students report higher levels of motivation and deeper conceptual understanding through interactive activities such as simulations, debates, and inquiry-based projects. Teachers emphasize that ABTL fosters independent learning and analytical thinking, which are crucial for success in IB assessments. However, challenges such as time constraints, resource limitations, and varying student adaptability to ABTL methodologies are also noted. The findings have practical implications for IB educators, curriculum designers, and policymakers, emphasizing the need for professional development programs that equip teachers with ABTL strategies. Furthermore, the study highlights the necessity of institutional support to integrate ABTL effectively, ensuring that students benefit from a dynamic and engaging learning experience in IB Economics.
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