Evaluating the impact of active and experiential learning in mathematics: an experimental study on eighth-grade student outcomes

Abstract

The present research investigates the effects of an active and experiential learning approach on eighth-grade students’ mathematics achievement employing a quasi-experimental research design. A total of 231 students from four Slovenian primary schools participated in the study, with 101 students assigned to the experimental group (EG) and 130 to the control group (CG). The study’s objectives included assessing whether students exposed to active learning methods would outperform their peers in solving mathematical problems across three cognitive levels (basic and conceptual knowledge, simple problem-solving, and complex problem-solving). The initial homogeneity test revealed significant differences between the groups, prompting a multivariate analysis of variance to control for school-related influences. Results indicate that the EG, exposed to the experimental approach, exhibited substantial improvements in all knowledge areas compared to the CG. While no significant differences were found in the initial test, the EG outperformed the CG significantly on the final test (η2 = .009), across all levels of knowledge, with effect sizes ranging from .006 to .383. The findings support the integration of active and experiential learning in mathematics education, showcasing its positive impact on student outcomes. Policymakers and educators are encouraged to consider and implement such approaches to enhance overall educational effectiveness and foster deeper understanding and problem-solving skills in students.

Keywords

• Active learning
• experimental learning
• learning mathematics
• Teachers & Teacher Education
• Theory of Education
• Childhood