OUTCOME BASED LEARNING: A PANACEA FOR QUALITY EDUCA-TION

The curriculum framework asserts learner to debate, dissent form individ-ual opinion on ideas, systems, practices by nurturing skills to think and rea-son independently. Participatory learning activity is envisioned as a processwhereby learners construct concept through assimilation, absorption, inter-action and reβlection. In the present paper experiential learning activity aredesigned to ensure that the students are encouraged to seek out knowledgefrom their hands-on activity than the text book in their own experiences. In thepresentpaperattemptismadetoinvestigatetheimpactofconventionalmethodof teaching and experiential learning activities on attainment of knowledge andretention of knowledge in learning redox reaction. Data is collected by usingpre-test, post-test and retention test. Instrument is validated by experts. Strat-iβied random method is applied to draw the sample. Totally 50 students partic-ipate in the study. Sample is separated into two: control and the study group.Control group is exposed to the conventional chalk and talk method while thestudents from the study group are exposed to Experiential Learning Activities.The result of the study reveals that there is noteworthy difference in the meanscoreinlearningredoxreactioninthescoresofpre-test, post-testandretentiontest between the study group and the control group.