Khairunnisa M. Yusof, Yuke Manza

The Impact of Active Learning Methods on Student Motivation and Academic Achievement in Elementary Schools

Introduction

The impact of active learning methods on student motivation and academic achievement in elementary schools. Discover how active learning boosts elementary student motivation (75% engagement) and academic achievement (15% higher scores), fostering collaboration. Supports broader application.

Abstract

This study investigates the impact of active learning methods on student motivation and academic achievement in elementary schools. With a shift from traditional instructional approaches to more interactive and student-centered learning, this research employs a mixed-methods design, combining quantitative surveys and qualitative interviews. A structured survey was administered to 200 elementary students to assess their motivation levels and academic performance before and after the implementation of active learning strategies. Additionally, semi-structured interviews were conducted with 15 teachers to gain insights into their experiences with these methods. The findings reveal a significant increase in student motivation, with 75% of participants reporting enhanced engagement, alongside a 15% improvement in average test scores post-intervention. Qualitative data indicate that active learning fosters collaboration and communication skills among students, contributing to a richer classroom environment. Despite challenges related to training and resource availability, educators overwhelmingly support the integration of active learning techniques. This research highlights the effectiveness of active learning in promoting not only academic success but also essential soft skills, thereby advocating for its broader application in educational settings to create more engaging and productive learning experiences for young learners.

Review

This study addresses a highly relevant and timely topic, investigating the impact of active learning methods on student motivation and academic achievement in elementary schools. In an era advocating for more interactive and student-centered pedagogies, this research employs a commendable mixed-methods design, combining quantitative surveys with qualitative interviews. This approach offers a robust framework for exploring both measurable outcomes and nuanced experiential insights, immediately signaling a comprehensive investigation into a critical area of educational practice. The abstract highlights compelling findings that strongly support the efficacy of active learning. Quantitatively, the research reports a significant increase in student motivation, with an impressive 75% of participants experiencing enhanced engagement, alongside a tangible 15% improvement in average test scores post-intervention. These figures provide strong empirical evidence for the academic benefits of these methods. Furthermore, the qualitative data, derived from teacher interviews, enriches these findings by demonstrating how active learning fosters crucial soft skills such as collaboration and communication, creating a richer, more dynamic classroom environment. The abstract also effectively conveys overwhelming educator support for these techniques, even when acknowledging challenges related to training and resources. While the abstract presents a strong case for active learning, the full paper would benefit from further detail on specific aspects. For instance, a clearer description of the "active learning strategies" implemented and the duration of the intervention period would provide valuable context for replication and deeper understanding of the observed effects. Additionally, elaborating on the nature of the "academic performance" assessment (e.g., subject areas, types of tests) would further strengthen the quantitative claims. Nevertheless, the study successfully advocates for the broader application of active learning, making a valuable contribution to the literature by demonstrating its effectiveness in promoting both academic success and essential life skills among young learners.

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