The Effect of Implementing Active Learning Strategies on Academic Achievement in Mathematics among Third-Year Secondary School Female Students

Abstract

The study aims to investigate the impact of implementing active learning strategies on academic achievement in mathematics among third-year secondary school female students, identify the main obstacles facing the implementation of these strategies from the students’ perspective, and provide suggestions for developing and improving their implementation. To achieve this objective, the researchers adopted the descriptive-analytical procedural approach and used a questionnaire as a tool for data collection and for measuring the impact of implementing active learning strategies. The questionnaire was administered to a sample of 156 third-year secondary school female students, and the data were subsequently analyzed statistically. The results revealed a high level of implementation of active learning strategies, a high level of academic achievement, and a strong positive correlation between the implementation of active learning strategies and academic achievement. The results also indicated the presence of challenges at a moderate level, whereas the developmental suggestions received a high level of agreement. In light of these findings, the study presented a number of recommendations aimed at supporting and improving the implementation of active learning strategies in mathematics instruction.