The impact of active teaching and learning methods on the choice of learning approaches used by secondary school students in understanding sciences, a systematic review.

Abstract

The aim of this study was to search and Meta-analyze studies, relating the effect of active teaching and learning methods on students` approaches to learning. Method: A literature search was done using electronic databases to search for primary research studies on the overall impact of active teaching and learning methods on students` approaches to learning. The databases of ERIC, Research Gate, JSTOR, PubMed and Elsevier were searched for applicable research studies. Results: There were 218 articles found on this topic. After screening the title and abstract, 64 articles were reviewed which are full text available online. A search on flipped classrooms, project-based learning and case-based learning pedagogies yielded 10, 9 and 10 articles respectively. All of these studies reported that students adopted a deep approach to learning when these active teaching and learning pedagogies were used. Most studies revealed that deep-strategic learning approaches were adopted by the learners when summative assessment was used. Common tools used were the Study process questionnaires, achievement scores and student's feedback. All of these articles reported that the active learning methods used are some of the best methods of enhancing deep learning among students.