How Does Implementing Active Learning in the Secondary Math Classroom Impact Student Motivation and Student Learning?

Sarah Salo


Seminar Title


How Does Implementing Active Learning in the Secondary Math Classroom Impact Student Motivation and Student Learning?


Concept/Strategy

Focus of the Research


Active Learning


Grade Level

Research Was Applied


9th Grade


Relevant Grade Level

Connections


High School


Discipline

Where Research Was Applied


Mathematics


Additional Discipline Areas

I see Application to


All Disciplines


Invitation/Commercial


Are you tired of teaching unresponsive and unmotivated students? Do you want to find better ways to engage your students and encourage them to critically think? My action research is all about active learning: teaching kids in hands-on, collaborative ways that keep them learning and having fun. This topic delves into problem-solving, critical thinking, real-world learning and student engagement. Even if you’re not a high school math teacher, active learning works for all subject areas and grade levels. All students should be able to learn in an interactive, engaging classroom. My seminar will give you ways to bring active learning to your own classroom and bring the fun back into learning through interactive activities, discussions, games and more. Come explore how to keep students motivated and learning at a deeper level!


Abstract


Teacher lectures are still commonplace in many classrooms, where students sit in desks facing forward, bored, uninterested and disengaged from the learning that is supposed to be taking place. Students face an ever-changing world as we are well into the 21st century. They need to learn how to adapt, collaborate, and reason. Implementing active learning in the classroom is a worthwhile method to increase student engagement, which fosters lifelong learning. Through my review of literature, I found this method makes learning relevant to students, allows for student choice, encourages hands-on learning, and provides opportunities for critical thinking. For my action research, I implemented direct instruction lessons for one unit in Algebra 1, and active learning lessons in a different unit. I compared student survey results, test scores, my own observations and ratings and other teacher’s test scores on the same chapters. The data revealed that students were more engaged and motivated with hands-on activities and felt they learned better. Test scores indicated that students learning stayed the same whether taught by direct instruction or active learning. Although active learning didn’t increase scores on the common assessment, it did provide for students to develop critical thinking skills and become better problem solvers and lifelong learners. I will continue to use active learning lessons in my teaching, while being able to modify and evolve different approaches to make this method even more effective at improving student learning. Overall, active learning is a productive method in increasing student motivation and engagement.