Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 47 no. 9 (2025)

Perceptions and Impacts of Active Learning Strategies on Mathematics Performance among Grade Learners

Maybelyn Rafa | Allen E. Pasia

Discipline: Education

 

Abstract:

Despite ongoing reforms advocating for learner-centered education, recent studies indicate that many public secondary schools in the Philippines continue to rely on traditional, lecture-based methods, particularly in Mathematics—often leading to disengagement and limited skill development (Bernardo, 2019; SEI-DOST & UP NISMED, 2020). This study addressed this gap by examining Grade 7 learners' perceptions of active learning strategies and their effects on enhancing mathematical competencies in a public secondary school in Lucena City during the 2024–2025 school year. Specifically, the study explored the application of active learning strategies across five domains: student engagement, collaborative learning, critical thinking and problem-solving, immediate feedback, and real-life application. It also identified implementation challenges and proposed an intervention program to support broader adoption. Employing a descriptive-experimental research design, the study involved Grade 7 learners selected through stratified random sampling. Data were gathered using a structured survey questionnaire to capture perceptions and challenges, as well as pre- and post-tests to measure academic performance. Additionally, teacher-validated lesson plans incorporating active learning strategies were employed. Results showed that learners held positive perceptions of active learning across all five domains, with notable strengths in promoting engagement, collaboration, and problem-solving. Statistical analysis revealed a significant improvement in students' Mathematics performance after the intervention. Furthermore, a significant negative correlation was found between students' positive perceptions and the challenges encountered, indicating that increased acceptance of active learning may ease its implementation. The study concluded that active learning strategies effectively enhance both student engagement and academic performance in Mathematics. Recommendations include scaling the integration of active learning strategies across grade levels, institutionalizing a school-wide adoption program, and providing targeted teacher training focused on effective classroom implementation.



References:

  1. Ali, M. (2023). The impact of technology integration on student engagement and achievement in mathematics education: A systematic review. International Journal of Innovation and Education.
  2. Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
  3. Bacca-Acosta, J., Baldiris, S., Fabregat, R., & Graf, S. (2023). A systematic literature review on augmented reality in mathematics education. International Journal of Mathematical Education in Science and Technology.
  4. Bear, G. G., Yang, C., & Pasipanodya, E. (2018). Assessing school climate: Validation of a brief measure of the perceptions of parents. Journal of Psychoeducational Assessment, 36(2), 115-127.
  5. Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. ASHE-ERIC Higher Education Reports.
  6. Brame, C. J. (2016). Active learning. Vanderbilt University Center for Teaching. Retrieved from https://cft.vanderbilt.edu/active-learning/
  7. Burnett, A. (2023). Immediate Feedback Matters. This Is Why. ASSISTments.
  8. Caerols-Palma, H., & Vogt-Geisse, K. (2022). Learning mathematics through incorrect problems. arXiv preprint arXiv:2206.00068.
  9. Casto, A. (2022). Teachers' press for contextualization to ground students' mathematical understanding. Journal of Mathematics Teacher Education.
  10. Chan, E. Y. S., & Corless, R. M. (2018). A random walk through experimental mathematics. arXiv preprint arXiv:1801.05423.
  11. Chi, M. T. H. (2009). Active-constructive-interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1(1), 73–105.
  12. Dana-Picard, T. N. (2023). Computer-assisted proofs and automated methods in mathematics education. arXiv preprint arXiv:2303.10166.
  13. Department of Education. (2020). Philippine participation in international large-scale assessments. Retrieved from https://www.deped.gov.ph
  14. Fitriani, E., Nurjanah, N., & Suryadi, D. (2020). Integration of computational thinking in mathematics learning in senior high school. PIJAR MATH Journal, 5(1), 1-10.
  15. Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415.
  16. Johnston, M. (2014). The Effects of Immediate Correctness Feedback on Student Learning and Retention. University of Wisconsin.
  17. Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching, 25(4), 85–118.
  18. Karjanto, N., & Acelajado, M. J. (2022). Sustainable learning, cognitive gains, and improved attitudes in College Algebra flipped classrooms.
  19. Karjanto, N. (2023). Mathematical modeling for sustainability: How can it promote sustainable learning in mathematics education? arXiv preprint arXiv:2307.13663.
  20. Kirabo, E., Batiibwe, M. S. K., Mbulankende, J. S., & Lie, J. (2024). Technology-supported problem-based learning in mathematics education for pre-service teachers: A systematic literature review. SN Social Sciences, 4, Article 173.
  21. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
  22. Liu, Y., Wang, Z., & Ryan, R. M. (2018). Understanding the role of need satisfaction in learning engagement: A longitudinal investigation in the context of mathematics learning. Learning and Individual Differences, 68, 12-19.
  23. Marshman, M., & Dunn, P. K. (2021). Improving high school students' perceptions of mathematics through a real-world problem-based learning approach. Teaching Mathematics and Its Applications: An International Journal of the IMA, 43(1), 38–52.
  24. Michael, J. (2006). Where's the evidence that active learning works? Advances in Physiology Education, 30(4), 159–167.
  25. Middleton, J. A., & Spanias, P. A. (1999). Motivation for achievement in mathematics: Findings, generalizations, and criticisms of the research. Journal for Research in Mathematics Education, 30(1), 65-88.
  26. Nayir, F. (2015). The relationship between student engagement and their academic achievement. International Journal of Educational Sciences, 1(2), 1-9.
  27. Patrick, S., & Sturgis, C. (2015). Maximizing competency education and blended learning: Insights from experts. iNACOL. Retrieved from https://www.inacol.org/
  28. Pedler, M., Hudson, S., & Yeigh, T. (2020). Secondary mathematics teachers' descriptions of student engagement. Educational Studies in Mathematics, 104(1), 1-18.
  29. Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.
  30. Rahim, F. A. (2023). A systematic literature review on factors affecting students' online engagement towards mathematics. Asean Journal of Teaching and Learning in Higher Education, 15(1), 1-20.
  31. Sari, D. P., & Wijaya, A. (2020). Effectiveness of realistic mathematics education approach on problem-solving ability. International Journal of Educational Methodology, 6(2), 321-330.
  32. Spady, W. G. (1994). Outcome-based education: Critical issues and answers. American Association of School Administrators.
  33. Sen, C. (2022). Middle school students' engagement in mathematics and learning approaches: A structural equation modeling approach. Pedagogical Research, 7(2), 1-11.
  34. Smartick. (2023). The Importance of Immediate Feedback in Learning. Smartick Blog.
  35. Sokolowski, A. (2021). A systematic literature review of measurement of mathematical modeling competencies. International Electronic Journal of Mathematics Education, 16(2), em0635.
  36. Suryanti, S., & Nurhuda, N. (2022). Students' critical thinking skills using an e-module based on problem-based learning. Journal of Education and Learning (EduLearn), 16(2), 245-252.
  37. Vozzo, R., Johnson, S., & Tuke, J. (2024). An assessment of peer instruction in large first year mathematics courses. arXiv preprint arXiv:2405.14151.
  38. Wahono, B., Lin, P. L., & Chang, C. Y. (2020). Improving students' ability in learning mathematics by using the STEM approach. Frontiers in Education, 5, Article 966687.
  39. Walid, W. (2022). The effect of immediate feedback on mathematics learning achievement. Jurnal Pijar Matematika dan Ilmu Pengetahuan Alam.
  40. Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic