Effect of active learning teaching methodology on learner participation

Abstract

The participation of learners in class activities is considered as a prerequisite for better academic achievement (Murray, 1997). This study investigated class participation of learners taught by teachers that had highly adopted active learning teaching methodology (high uptake) compared to those (teachers) that had not i.e. the effect of active learning teaching methodology on learner participation. A purposive sampling technique was used to select 42 teachers to participate in the study (21 of these, after earlier routine class observation had been categorized by school inspectors as high uptake teachers in active learning while the other 21 were low uptake). The study confirmed that on a continuum between expository and heuristic instruction approaches, teachers that had highly embraced active learning methodology adopted instruction methodologies that leaned towards the latter compared to teachers that had not fully embraced it (54.5% against 25%). The study rated pupil participation in classes taught by high uptake teachers at 90.1% while their counterparts were rated at 75%.  Pupils taught by high uptake teachers were better in recalling lesson content than those taught by low uptake teachers. Furthermore, pupils taught by high uptake teachers had superior pass-rates compared to those taught by low uptake teachers. Overall, 82.7% of pupils taught by high uptake teachers compared with 68.8% had positive attitudes about the subject, lesson, class environment and the teacher.

Key words: Active learning, high/low uptake, learner participation