Effect of Active Learning Methods on the Academic Achievement of Secondary School Students

Henrik Pransius

Authors

Henrik Pransius Universitas Negeri Makassar, Makassar, Indonesia Author

Keywords:

Academic Achievement, Active Learning, Instructional Strategies, Secondary Education, Student Engagement

Abstract

This study investigates the effect of active learning methods on the academic achievement of secondary school students. Traditional teacher-centered approaches have long dominated classroom instruction, often limiting student engagement and critical thinking. In contrast, active learning emphasizes student participation, collaboration, and hands-on activities, which are hypothesized to enhance understanding and retention. The research employed a quasi-experimental design involving 180 secondary school students across three public schools. Participants were divided into control and experimental groups, with the control group receiving conventional instruction and the experimental group exposed to active learning strategies such as group discussions, problem-based learning, peer teaching, and interactive simulations over a 10-week period. Pre- and post-tests measuring academic achievement in core subjects (mathematics, science, and language arts) were administered to assess learning gains. Data analysis using ANCOVA revealed statistically significant improvements in the academic performance of students in the experimental group compared to those in the control group (p < 0.05). Qualitative observations further indicated increased motivation, engagement, and collaborative skills among students exposed to active learning. These findings suggest that active learning methods can positively influence academic outcomes and support the development of 21st-century skills. The study recommends integrating active learning strategies into the secondary school curriculum and providing professional development for teachers to effectively implement these methods. Future research should explore the long-term effects of active learning and its impact across diverse student populations and subject areas. This study contributes to the growing body of evidence advocating for more dynamic and student-centered approaches in education

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