The Impact of Active Learning

Strategies on Student Engagement and Academic

Achievements

A Quantitative Research
presented to the Faculty of College of Education, Bachelor of Elementary
Education
of SOUTHERN BAPTIST COLLEGE
M’lang, North, Cotabato

in partial fulfillment of the requirements in

RESEARCH 1

Aizle Jann Floride Tabieros

Jurel Jude V. Montiales
Xylene Jayne Miranda
Caren Joy T. Agoylo
Mabel Octavio
Clint Sarsua

BEED 3

Sonia Deslate Ladra

Research Adviser

2023-2024
 Chapter 1
Introduction

” Active learning has consequently, many educators content that all learning is

fundamentally active and that students are actively involve when they listen to formal

presentations in class. However, an analysis of research literature” (Chickering and

Camson 1987) indicates that students need to do more than just listen; they also

need to read, write, discuss, or work through problems. Most importantly, though,

students need to participate in higher order thinking task like analysis, synthesis, and

evaluation. In this context, it is suggested that instructional activities promoting active

learning be defined as activities that involve students in doing tasks while thinking

about what they are doing. The importance of using these methods in class in due to

the strong impact they have on students learning. Several studies show that students

prefer strategies promoting active learning to traditional lectures.

” Academic achievement is the essential success at tertiary level is likely a

multi-dimensional phenomenon that includes language proficiency, learning, study

strategies, and certain personal characteristics” (Akabuike I. G and I.E Asika,2012).

Learning is not a spectator sport. Students do not learn much just by sitting in class

listening to teachers, memorizing prepackaged assignments, and spitting out

answers. They must talk about what they are learning write about it, relate it to past

experiences, apply it to their daily lives. They must make what they learn part of

themselves (Chickering and Gamson 1987).

Students learn both passive and active. Passive learning takes place when

students take on the role of "receptacles of knowledge"; that is, they do not direct4)
participate in the learning process. Active learning is more like to take place when

students are doing something besides listening (Ryan and Martens 1989). Students

learn by becoming involved. Student involvement refers to the amount of physical

and psychological energy that the student devotes to the academic experience (Astin

1985).

Strategies involving active learning can be used to modify the traditional

lecture in a classroom of any size. The instructional method chosen should be based

upon the faculty member's personal preference and the strategy's suitability for

meeting the specific objectives for that class period. The remainder of this

monograph explores many of these alternative strategies in greater depth. When the

objectives of a course are for students to retain information after the end of the

course, to be able to apply knowledge to new situations, to change students'

attitudes, to motivate students toward further learning in the subject area, or to

develop students' problem-solving or thinking skills, however, then discussion is

preferable to lecture (McKeachie et al. 1986).

Further, a thoughtful analysis suggests that group inquiry is based upon

recognized principles of learning, including the necessity for students to develop their

own answers, the fact that students are most likely to think when they are 'Irked to

write and speak, and the fact that students learn best when they work in concert with

other students (Kraft 1985). To achieve these goals, a good discussion takes careful

planning, thoughtful implementation, and a supportive classroom environment, and

requires an instructor's knowledge of techniques of questioning and strategies and

styles for involving discussion.

Research Background

The purpose of this study is to look into how active learning techniques affect

student engagement and academic performance. The degree of investment and

involvement that students show in their educational activities is referred to as student

engagement. The study objective is to assess how different active learning tactics

affect student engagement levels and, ultimately, academic accomplishment.

Researchers want to offer educators and institutions evidence-based suggestions on

how to enhance students learning experiences by looking at the connection between

active learning and student results. Active learning techniques, which refer to

student’s investment in and commitment to learning, have been linked to higher

student engagement in numerous studies. Students that are actively interested in the

material being taught are more likely to participate in class, ask questions, and

actively try to comprehend and apply it. Higher academic accomplishment, including

better grades and subject-matter comprehension, has been linked to this higher

degree of engagement. It includes their level of focus, involvement, drive, and sense

of ownership over their education. The teaching practices and student outcomes

relate to the impact of active learning strategies on student engagement and

academic achievement. Through debates, group project, and problem-solving

sessions, active learning encourages students to actively engage in the learning

process.

Group work and Discussions students must be able to collaboration it is a key

to the group’s success in problem-solving, case study analysis, critical thinking and

complicated topic debate. Deeper understanding, encouragement of various

viewpoints, and the improvement of collaboration and communication skills are all

facilitated by this.

This study was conducted to determine the impact of different active learning

strategies on student engagement and academic achievement skills of Elementary

School students.

Research Problem

1. How does student engagement in active learning strategies vary across

different academic subjects or disciplines?

2. How do these active learning strategies impact student engagement in the

learning process?

3. How does individual’s student characteristic such as prior knowledge,

motivation, and learning style, influence their engagement and

achievement in active learning environments?

Hypothesis

This study will have two hypothesis that will either be rejected to accepted:

H1 - There is a significant influence to the student and its applications

got positive impact on student’s academic achievement, behavior in classroom

environment, and strategies in classroom environment.

 H2 - There is a significant influence to the student and its applicants got

negative impact on student’s academic achievement, behavior in classroom

environment and strategies in classroom environment.

Theorical Framework

According to (Cooper 1990) the goals of cooperative learning are

twofold to enhance students' learning and to develop students' social skills like

decision making, conflict management, and communication. To achieve these goals,

proponents have over the past two decades developed classroom strategies that

emphasize small groups of students working together in a structured process to

solve an academic task. The duration of the project can be anywhere from one class

period to a whole semester. Although cooperative learning has been employed

primarily in kindergarten through grade 6 in the past, it recently has gained favor in

elementary (Cooper 1990).

In additional, (Cohen 1986). One meta-analysis of students' achievement in

cooperative classrooms from kindergarten through grade 6 differentiated between

incentives given to individuals based on their performance, incentives given to the

group based on individual performances, or incentives given to the group as a whole

based on a single period. The author concluded that a group award for individual

achievements led to the most statistically significant learning among students. To

support this position, one study at an elementary showed that students working

cooperatively in a structured process significantly increased the accuracy of their

short-term recall answers over students working individually using their own study
methods. The use of structured study also had a small but significant transfer effect

on subsequent individual active learning performance (Umbiotte et al. 1987).

Moreover, Davison goes on to show that there are included of active learning

strategies which is the Role plays, simulations, and games can be used to help

students experience "stressful, unfamiliar, complex, or controversial situations" by

creating circumstances that are momentarily real, thereby letting students develop

and practice those skills necessary for coping (Davison 1984).

People representing a group's position are then asked to participate in

whatever format the instructor deems most appropriate: role playing, discussion,

formal debate, and so on. These approaches demand careful planning and an

instructor's willingness to relinquish control. Although the results are sometimes not

as erudite as might be desired, with practice and feedback these alternative

strategies can energize even a large classroom (Frederick 1987).

Conceptual Framework

Dependent Variables Independent Variables

H1 Academic
Performance

H2 Student’s Educational
Active Learning
Behavior Objective

H3 Learning
Strategies
Scope

The researcher will conduct the study at Southern Baptist College

M’lang focusing with SBC elementary school students. The study will give

emphasis to the elementary school students engagement and academic

achievement. The researchers will be collecting information by distributing

questionnaires as their material in collecting data. The questions that will be

given will be only limited to issues that base on the scope of the research like

Active Learning Strategies on Student Engagement and Academic

Achievement of the elementary school students. The study will be focusing on

the active learning that catches the attention of the elementary school

students and their academic achievement.

Delimitation

This study focuses to the Impact of Active Learning Strategies on Student

Engagement and Academic Achievement of elementary school students at Southern

Baptist College S.Y. 2023-2024.

This study is limited to the students who are in the current situation of active

learning approach. The researcher wants to find out the Impact of Active Learning

Strategies on Student Engagement and Academic Achievement.

Significant of the Study

This study aims to know the influence and its effects of school active learning

strategies on students that engage to student-teacher relationship to the academic

achievement of the elementary school students. Moreover, this study will help the

school as well as the teachers to identify the key areas to focus in order to create a

supportive learning environment in schools.

The findings of this study will benefit to these following specific people differently:

Teacher. The study serves as a guide on how will teacher strives hard to

clearly define the sets of norms, goals, and values that shape the learning and

teaching environment. It will also establish strong relationships and good social

relation skills.

School. The study will help provide the school an essential activities that help

the people belongs in the institution feel connected to each other and to feel one

another. Ensuring the effective policies to build safe learning for students.
 Students. Will serve as the main beneficiaries of this study. It will help the

students to have an idea and knowledge about school climate. Furthermore, they will

know how to deal or manage their academic achievement in school.

Administrators. The study will help administrator to develop professionals

and future professional and the welfare of the school to determine on how

administrators can solve the excessive population in a class and to maintain the

good interactions between the teacher and students.

Future Researchers. The study will serve useful to them as their related

study and will give the future researchers more idea and knowledge to develop more

their future studies.

Definition of Terms

Active Learning refers to the quality and character of each individual of

school life.

Academic Achievement refers to the educational performances in school

which a students, teachers, or institutions has attained their short -term or long-term

educational goals.

Engagement refers to the organizations, and motivation to help students

connect to the topic and make it relevant for them to achieve success.

Strategies refers to the using activities such as reading, writing, discussion,

or problem solving which promote analysis, synthesis, and evaluation of class

content.
 Chapter 2

Review of related Readings

This chapter present related literature paves the way for clear understanding

of the areas of research already undertaken, Review or literature is important

because it throws light for the issue relating to the study. A review of literature

relevant to the study on the impact of active learning strategies on student

engagement and academic achievement has been presented in this chapter.

Review of Literature in Local and Foreign Setting

Every aspect of life has been impacted by scientific and technological

advancements (Aykan & Yıldırım, 2021). Contemporary, student-centered teaching

methods are more crucial than ever because they give students the chance to learn

in more efficient, optimistic, and enjoyable classroom environments. Pupils assume

ownership of their education and develop into more engaged, hands-on learners

(Hendrickson, 2021). Teachers are able to teach more effectively and permanently

when their students are more involved and active. The goal of education systems is

to develop passionate people who can both create and access knowledge.
Constructivist education programs are implemented in many nations (Aykan & Tatar,

2017).

According to Harris and Bacon (2019), active learning fosters both lower-order

and higher-order critical thinking abilities and yields outcomes that are at least as

excellent as those of traditional, passive learning. In the same way, Freeman et al.

(2014) discovered that active learning was advantageous and increased test results.

Educators should think about which strategies are most effective in certain situations

rather than focusing on whether active learning is effective overall Bernstein (2018).

He concludes that in order to be most successful, active learning must be highly

structured and requires student participation. To that end, he advises instructors who

are new to the practice of active learning to integrate the strategies gradually. One of

the best methods for increasing the efficacy of instruction is the use of active

learning strategies (Gainor et al., 2014).

Active learning and active learning space design have become more and

more important in education at all levels from kindergarten to university (Beichner,

2014; Brooks, 2011)

According to (Gainor et. al, 2014) Active learning is defined as any

instructional strategy that engages students in the learning process.

Studies reveal that the student's participation has a substantial relationship to

the variable of educational success (Lawson & Lawson, 2013; Reeve & Tseng, 2011;

Reeve, 2013). Students' participation in class and extracurricular activities can be

used as a determinant and as a starting point for their academic success, according

to a 2011 study by Reeve & Tseng. It supports the educational idea of highly

prominent philosopher John Dewey (1859–1952), who stressed the need of

experiential learning—or, to put it more simply, "learning by doing." He was a well-

known proponent of actively involving pupils in educational settings as opposed to

merely providing them with information and hoping they would take it in. Many

instructional approaches, the lecture format is frequently used to engage students; in

the lecturer-based method, students engage in passive learning (Tan, 2019). Totura,

Karver, and Gesten (2014) assert, however, if students have difficulty participating in

the learning process, it will have a negative impact on their academic performance.

Thus, in order to remain evident of detrimental influences and foster a high level of

student involvement that leads to improved academic accomplishment, teachers

must establish an active teaching and learning environment (Gebre, Saroyan, &

Bracewell, 2013).

Utilizing active learning strategies in the classroom is the best way to capture

students' imaginations and increase their enthusiasm. Though active learning boosts

self-confidence, accesses prior knowledge, enhances interpretation, and advances

cognitive development, academic institutions frequently opt for traditional lecture-

based instruction due to student disengagement and faculty shortages (Sasikumar,

2014). Alternatively, it can take the form of using concepts tests as an informal

technique of testing students' comprehension Kumar (2014). The spread of the

learning method was impeded, in addition to the impact of the economy, by faculty

resistance to implementing the new teaching technique and student preference for

lecture-based instruction Killian and Bastas (2015).

Carini, Kuh& Klein (2006) define the student engagement as a positive

situation that occurs when a student appreciates a challenging but meaningful task

necessary for the foundation of skills to meet industrial needs.The Optimal learning

occurs when a student is actively involved in making judgments, reflective practices,

and learning through experience (Reeve, 2013; Kahu, 2013;Sanders, 2013;Hallinger

& Lu, 2013). According to Lawson & Lawson (2013) and Teoh, Abdullah, Roslan, &

Daud (2013), throughout the development of the active learning environment,

student’s engagement will occur when there is an interaction and reaction by

students to the teachers teaching and learning process. According to Hallinger & Lu

(2013) the educators had misconception of the goal of active learning environment

with just students’ activities. Reeve (2013) stated that student engagement is a

broad term that encompasses the dimensions of cognitive, emotional, behavioral and

agentic, each factor emphasizes the different but connected aspects of the learning

process. The first dimension is behavioral engagement. The behavioral engagement

is more focused on the learning and participation in academic work with a consistent

effort, concentration, attention question and contribution to the class discussions.

(Reeve, 2013). In general, institutional change usually focuses on involvement in

order to modify the behavior of students (Reeve, 2012).

The cognitive dimension of involvement refers to the use of the different

effective strategies; commitment to diversity also implementation of the learning

strategies and problem solving (Reeve, 2013). The Students' cognitive engagement

is how students fee through the way of learning process, about themselves, their

skills, work, effort and the strategies they use to control their work. A study done by

Sherab (2013) shows that, when a student has difficulties in accessing or engaging

with the teacher and has a lack of humor, the overall level of engagement will be

affected because the students will be passive and does not participate in class.

Therefore, cognitive engagement emphasizes the process of thinking, observation,

memory and problem solving in learning and academic tasks by both parties (Reeve,

2012; Brooks, Erickson, Greer, & Gutwin, 2014; Sherab, 2013).

 The Emotional engagement refers to the effective reactions of students inside

the class, including interest, boredom, joy, sadness and anxiety (Eren, 2013; Gilbert,

Rose, Palmer, & Fuller, 2013; Lee & Reeve, 2013). Meanwhile, Kahu (2013) stated

that Perceiving and experiencing a sense of belonging and their level of concern for

their educational institutions are indicators of emotional engagement. According to a

study by Eren (2013), even though teachers have a crucial role in carrying out to aid

students meet learning objectives, they may find it challenging to do so if they are

not implementing efficient learning techniques to prevent students from becoming

bored in the classroom.

Therefore, by employing efficient techniques, emotional engagement can

boost mental application of the concept, stimulate students' interest, boost their self-

esteem, bring joy to the classroom, and prevent boredom. The fourth component of

student engagement, agentic engagement, was first described by Reeve & Tseng

(2011). Agentic is a concept of student engagement in which they wish to enrich the

learning process by being active in their own way in the teaching and learning of

certain conditions (Reeve & Tseng, 2011; Reeve, 2012; Reeve, 2013).

In general, active learning is the involvement of the student directly in the

learning process. More responsibility falls on the student through a number of

means, including collaboration with the teacher and their classmates.

Active learning provides a deeper and more interesting learning experience as

it uses activities such as reading, writing, discussion, or problem-solving to promote

analysis, synthesis, and evaluation of class content. It also provides students with

the opportunity to give feedback on how well they have understood the topics being

taught to them to identify problem areas in a child’s knowledge and understanding.

 Demirci, C., (2017) in his study obtained a significant difference between the

average post attitude scores of the experimental group towards science lesson while

no change in attitude was found in the control group. He concluded that the active

learning approach has a significant difference in the attitudes of students towards

science lessons. He adds that active learning transforms the analytical thinking skills

and cognitive skills of students by enabling them to create knowledge and be at the

centre of their studies.

Braun, Benjamin, et al. (2017) noted the various techniques and environments

adopted in active learning in mathematics. Some of the methods they mentioned in

their research include:

Think-Pair-Share method- In this method, students were given time (2 to 3

minutes) to come up with hypotheses or solutions to a given task independently. For

an added two minutes, the students were allowed to consult with their classmates

and their responses were checked and confirmed by the instructor.

Classroom Response Systems (Clickers) - This technique is a

reinforcement of the think-pair-share method and seeks to promote student

engagement within the classrooms and promote active learning. Students act in a

team and take part in what is termed as ‘classroom voting’ and their answers are

recorded.

Inverted or Flipped Classrooms – In this type of interaction, instructors

present the lesson in a series of video presentations and usage of other educational

software and technologies to increase student participation and engagement within

the classrooms. The teachers present complex problems in audiovisual ways to

enhance student understanding and comprehension of the topics.

Inquiry-based learning – This involves a series of discussions in small or

large groups and mini-lectures that promote active learning and student engagement

in the lesson.

Game-based learning - With children growing up in a fast-paced digital age,

game-based learning is a great way to tap into their digital skills. Lesson teaching

software drives student engagement and brings lessons to life with creative

resources to use in the classroom.

Problem-based learning - Problem-based learning reverses the ‘traditional’

teaching approach: students are provided with a problem to solve, and then have to

work out which learning and research they need to engage with to solve the problem.

This activity works best in group settings and creates individual learning paths as

each group and student learns independently.

Braun, Benjamin, et al. (2017) insist that more training should be provided to

instructors and instant feedback and support should be provided to ensure the

success of active learning classrooms. Impacio (2021) Research has shown that

active learning has many advantages to it that make it worth including in instructional

pedagogy at all levels, it stated that active learning creates opportunities for students

to thrive in the classroom environment through benefits such as:

 Fostering a deeper understanding of the concept or lesson they are learning.

 Allowing instructors to listen to their thought processes and gain insight as to

how each student is internalizing a concept.

  Giving classmates an opportunity to connect with those they may not have

spoken to otherwise and gain different perspectives of a topic.

 Improving student attention and engagement in a course.

Active learning strategies have been proven to be at least twice as effective to

students with helping them to understand the concept at hand. This is especially true

in subjects like science, math, and technology, where student performance has risen

significantly in courses where instructors regularly engage in active learning

practices.

School yard School Specialty (2020) Active learning is an approach to

instruction in which students are actively engaged in the learning process, instead of

just sitting and taking in information. Research suggests that it’s more effective at

promoting deeper learning and understanding than traditional “sit and get”

approaches—and its benefits students in other ways as well.

This research concurs with recommended viewpoint that establishing proof of

“gains in academic success” from the active learning approach and presenting a

model for manageable transformation, two strategies move forward with altering

current education. Daniel (2016)

Multiple researchers clearly support active learning as the preferred,

successful and empirically verified teaching style in ordinary classroom. Aji and Khan

(2019).

Research indicates that compared to traditional passive learning methods,

active learning approaches, such as group discussion, problem solving activities and

hands on experiment, promote higher levels of participation, critical thinking and

knowledge retention among students. Fostering a more dynamic and engaging

learning environment that ultimately contributes to improved academic performance

and a deeper understanding of the subject matter.

Chapter 3

Research Method

In this chapter, the researcher discussed the Sampling Procedure, Data

Gathering Process, Participants of the Study, Research Design, Statistic Treatment,

and Research Instrument. The purpose of this phenomenological research study

was to know the dimension of the active learning of students and to identify which

aspects of active learning strategies of students are the most influential in creating

and maintaining a positive impact of active learning strategies on student

engagement and academic achievement according to the teacher and

administrators. This study is a quantitative methodology to help to clearly understand

what active learning strategies on student engagement and academic achievement.

Research Design

Research design the study will employ a design that is a descriptive

correlational under quantitative. Descriptive correlational design establish the

existence of a predictive relationship. Uses two or more sets of data to examine the

existence and strength of a relationship between them. According to (Aykan & Tatar,
2017). Teachers are able to teach more effectively and permanently when their

students are more involved and active. The goal of education systems is to develop

passionate people who can both create and access knowledge. The design chosen

aimed to investigate the influence of the student teacher relationship towards dealing

with academic achievement of elementary school students of the said in institution.

Research Setting

The data gathering of the study will be conducted in the one of Southern

Baptist College Elementary School in M’lang, North, Cotabato and will be the

coverage of the study.

Participants of the Study

In choosing the respondents of the study, the researchers will use the Slovin’s

Formula in which the researcher is used to calculate the sample size (n) given the

which resulted to 95 respondents leaving 3 grades 1, 2, 3, is not conducted to our

study and they will be started conducting in grade 4 with 20 participants and grade 5

with 25 participants and in grade 6 with 30 participants students per grades. The

researchers would also use stratified random sampling method which to avoid

biases. The researchers have used the slovin’s formula and got the total 95

students, these students will serve and will be the part of the respondents in the

study.

Research Instrument
 The instrument to be utilized in the study, an adopted research instrument

from Teacher-Student Relationship Questionnaire Rating Scale Swathi J a faculty

member of Vishveswarya Technical University. Together with the research

instrument is a student’s profile to gather information needed for the study. The

making of the adopted questionnaire was based on experiences made by the

researchers. In the preparation phase, the instrument was carefully laid out to obtain

valid responses of the student’s perception.

Sampling Procedure

The respondents of this study were Elementary School students coming from

different grade levels namely grade 4, grade 5, and grade 6 Romans. the student

were selected as respondents of the study so that it can be given since the students

are the main focus of the study of the researchers.

Stratified Random Sampling was the technique used for selecting the target

respondents.

Data Gathering Procedure

The researcher data gathering procedure is to determine the population of

participants that will be used in their study through the help of the Head Registrar. A

researcher adopt questionnaire was given to the respondents to the find out about

the active learning strategies on student engagement and academic achievement of

the elementary school students.

Statistical Treatment
 The researcher will use the following statistical treatment in the analysis and

interpretation of the study.

Problem 1, It is a hypothesis free for which it is finding significant correlations

in very large data. Identifying the respondent’s gender and grade levels.

Problem 2, Mean is being employ for which it is to determine whether there is

a significant difference between the means of two groups. Identifying the common

problem of students.

Problem 3, Pearson correlation and ANOVA (Analysis of Variance) for which

it is the test statistics that measure the statistical relationship or association between

two continuous variables. Identifying the relationship of the academic achievement

and the active learning strategies on student engagement.