Font Size:     

Context-based teaching is a way of instruction in which contexts and applications of science are the starting point of teaching and then making it relevant to students’ daily life. The main purpose of the study was to determine the effect of context-based teaching on students’ academic achievement and intrinsic motivation in science. The study employed Quasi-Experimental, Interrupted-Time Series design. Sample of the study was 30 students of Grade VIII and duration of intervention was 12 weeks. Two types of instruments i.e. 1) Six achievement tests, and 2) Intrinsic Motivation Inventory (IMI) were used for data collection. Item analysis of all tests was conducted while Cronbach’s alpha reliability coefficient for IMI was calculated which established at .744. Analysis of students’ achievement test was done by using One-way repeated measure ANOVA, which showed significant difference among students’ scores on tests. The analysis of IMI showed significant difference on paired-sample t-test scores. A significant difference was found in competence, relatedness and interest level of students before and after intervention. It was concluded that context-based teaching may be used as an effective approach to teach science and helpful in enhancing intrinsic motivation of students