Abstract:
Active learning is one of the mostly utilized learning methods in educational institutions
which engages students in the learning process actively. This study explored the impact of active
learning strategies on students’ academic performance in Azerbaijani higher educational
institutions. A qualitative research with three research questions was conducted and the research
encompassed 57 students and 11 faculty members as the target population (n=68), whose responses
were obtained through web-based survey and interviews. The research also tended to include
document review as a qualitative research method in order to identify the extent of effective usage
of active learning strategies through analyzing instructors’ lesson plans and students’ academic
transcripts. The definition of active learning by faculty members and students, the active learning
strategies faculty members use and the overall impact of these strategies on students’ academic
performance were the main research questions through which the relationship between two study
variables – active learning and students’ academic performance were reached. The survey findings
showed that all students had information about active learning and many of them noticed its
positive influence on their academic performances. Group and pair work, discussions and
brainstorming were found to be the most effective active learning strategies for students. The
interview findings demonstrated that faculty members highly value active learning as they believe
it increases student satisfaction, positive attitude towards the course and leads to better academic
attainments. They stated that group discussions, student presentations, case studies and conceptual
mapping to be the most effective strategies in active learning process in their experience. In its
turn, the document review analysis revealed that not all instructors included active learning
strategies to their lesson plans and traditional instructional methods were still used by them.
Moreover, most of the students were observed to have better academic performances in active
learning environment while some of them had difficulties in the adaptation due to beingaccustomed to the traditional classroom environment. Overall, the study demonstrated that most
of the students and instructors supported active learning methods and there was a positive
correlation between effective use of active learning strategies and students’ academic
performances. Based on the study findings, the authors recommend an instructor manual, webinar
and social media page to encourage the use of active learning strategies in Azerbaijani higher
educational institutions.