Impact of Activity-Based Map Literacy Skills Teaching on Academic Achievement Levels of Secondary School

Abstract

The aim of this research is to determine the impact of activity-based teaching on students' map literacy academic
achievements in teaching secondary school seventh grade map skills subjects. The research was carried out in a semiexperimental
design model with a pretest-posttest control group. The academic achievement test, consisting of a total
of 12 items at three different difficulty levels, was used as a data collection tool in the study. The developed
measurement tools were applied to 61 people from seventh grade students studying in thirteen different secondary
schools located in Talgar district in Almaty region of Kazakhstan. Directional variance analysis (repeated measures)
technique was used for repeated measurements on a single factor to solve the sub-problems of the study. According to
the results of the research, easy, medium difficulty, difficult questions and total test scores of the experimental group
students who applied the activity-based learning model and the control group students who applied the program-based
learning were found to be similar according to the group variable. In contrast, easy, medium difficulty, difficult
questions and total test scores related to map skill subjects of experimental group students and control group students
were found to be significant in favor of experimental group according to the measurement variable and the common
effect of group*measurement factors. In other words, activity-based map skills teaching applied to the experimental
group is more effective in increasing the academic success of secondary school seventh graders in map skills than
Program-based teaching applied to the control group. Accordingly, it is recommended that secondary school students
acquire map skills while enriching these skills with activities.