| dc.description.abstract | Many teachers today are seen to concentrate on notes giving, ignoring the fact that for learning to take place, one has to understand the concept taught and be able to apply it. In this study, teacher’s use of active learning which involves problem-solving, writing, group discussion and reflection
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has been examined to establish the relationship between active learning, information retention and academic performance.
This research was conducted to examine the relationship between active learning, information retention and academic performance among secondary school students in Soroti District, Eastern region in Uganda. This research was carried out during the second term (June to August) when secondary students reported back to school for termly studies.
The data was collected using likert scale questionnaires to extract information that was used to determine the relationship between active learning, information retention, and academic performance. SPSS version 21 was used to analyse data and the findings on the relationship revealed that there is a relationship between active learning, information retention and academic performance.
It was therefore concluded that the best approach to better secondary student’s performance is to improve their information retention levels through encouraging them to actively participate in the learning activities. This indicates that it is of benefit and engaging to the secondary school students in Soroti District to get involved in problem-solving, writing, group discussion and reflection to better their performance. The findings further revealed that when students understand what they are taught in class they perform well which is healthy for their academic life. | en_US |
