Active Learning Strategies and Students' Learning Outcomes in Science Towards A Proposed Action Plan

Abstract

The study aimed to investigate the effect of an active learning strategy on the academic performance of science students at Vietnam Australia International School.   The study employed a descriptive-quantitative research design, with self-created survey questionnaires and assessment test papers utilized for pre-test and post-test.   The respondents to the research were sixth-grade students who assessed the impact of active learning teaching styles on their grade-level science achievement. Student performance improved dramatically with the implementation of active learning methodologies.  Students agreed on using self-directed learning tools, classroom dynamics, and involvement.  Students strongly preferred experiential learning, especially experiments and hands-on activities.   They also recognized the importance of teamwork and exhibited an interest in the subject.   Despite being the lowest-rated component of involvement, overall confidence in understanding was high, indicating potential for improvement.  Active learning strategies significantly enhanced student performance. However, the use of active learning strategies did not have a significant impact on test performance.  Finally, student learning will be addressed completely through research, the development of targeted interventions, and the use of data analysis to understand and reduce influential elements.