The Impact of Active Learning on Students’ Academic Performance in Azerbaijani Higher Educational Institutions

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.