Active learning, attitude and academic performance among secondary school students

Abstract

The purpose of this study was to examine the relationship between active learning, attitude and academic performance among secondary school students. In this study, a cross sectional research design with both qualitative and quantitative methods was appropriate in investigating the empirical and theoretical relationship between active learning, attitude and academic performance. Data was collected using likert scale questionnaires to extract information that was used to determine the relationship between active learning, attitude, and academic performance and the method employed was simple random sampling while selecting respondent. The sample size was 65 and was determined basing on the confidence level. The data was entered for analysis using computer package software called the Statistical Package for Social Science (SPSS) version 21, and to generate frequency percentage tables for the respondents’ bio data. Pearson’s Product Moment Correlation Coefficient (r) was used to test the significance of the relationships of the variables in the study. Results from Pearson’s Product Moment Correlation Coefficient (r) further revealed that there was a positive significant relationship between active learning and attitude (r=.026**, p>.01), positive significant relationship between attitude and academic performance (r=.326**, p>.01) and a positively not significant relationship between active learning and academic performance. Thus the findings suggest that teachers should improve the learning techniques of their students through providing active learning strategies and ensure that they academically perform.