Activity-Based Learning in Primary Schools: Implementation Challenges

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Krupa Deshmukh

Independent Researcher

Maharashtra, India

Abstract

Activity‑Based Learning (ABL) has emerged as a learner‑centered pedagogical approach designed to engage primary school students through hands‑on, collaborative, and inquiry‑driven activities. Despite its promise to enhance conceptual understanding, critical thinking, and student motivation, implementing ABL in primary classrooms poses significant challenges. This manuscript examines key implementation barriers—ranging from inadequate teacher training and resource constraints to curricular rigidities and assessment misalignments—within the context of diverse primary school settings. Through a convergent parallel mixed‑methods study involving classroom observations, semi‑structured interviews with school leaders, and survey data from 150 educators across urban and rural schools, we identify both systemic and classroom‑level factors inhibiting effective ABL adoption. Results indicate that while teachers express overwhelmingly positive attitudes toward ABL’s pedagogical benefits, insufficient professional development, large class sizes, and lack of instructional materials significantly impede its practice. Moreover, entrenched examination‑focused cultures and rigid curriculum frameworks exacerbate these barriers by disincentivizing innovative, activity‑driven instruction.

Building on these findings, we propose a comprehensive, phased integration framework that emphasizes policy coherence, sustained teacher capacity building, adaptive assessment mechanisms, and community engagement strategies. We discuss educational implications for policymakers and practitioners, highlighting the importance of cross‑sector collaboration to secure resources, redesign assessments, and foster leadership that champions pedagogical innovation. By illuminating both the obstacles and actionable levers for change, this study contributes to a deeper understanding of how to translate ABL theory into practice. Our enhanced framework offers pragmatic roadmaps for schools to pilot, scale, and sustain ABL, ultimately aiming to cultivate more engaged, reflective, and self‑directed learners.

Keywords

Activity‑Based Learning; primary education; implementation challenges; teacher training; resource constraints

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