Effect of Active Learning Strategies on Enhancing Chemistry Achievement among Higher Secondary School Students

Abstract

The present study investigated the effectiveness of Active Learning Strategies (ALS) in enhancing chemistry achievement among higher secondary school students through a single-group pre-test/post-test experimental design. The study was conducted with 30 Standard XI students from Lions Matric Higher Secondary School, Ponnamaravathi, Pudukkottai District, Tamil Nadu, India. A three-month instructional intervention was implemented, incorporating learner-centred active learning approaches, including think-pair-share, learning cells, collaborative group activities, and structured classroom discussions with particular emphasis on improving students' understanding of inorganic chemistry concepts. Students' chemistry achievement was assessed before and after the intervention using a standardised achievement measure. The collected data were analysed using descriptive and inferential statistics, particularly the paired-samples t-test, to determine the effectiveness of the intervention. The findings revealed a substantial improvement in students' chemistry achievement, with the mean score increasing from 19.07 (SD = 5.71) at pre-test to 42.67 (SD = 6.28) at post-test. The observed mean gain of 23.60 points was statistically significant, t(29) = 16.65, p < .001, with a 95% confidence interval ranging from 20.70 to 26.50. Furthermore, the calculated effect size indicated a very large practical impact (Cohen's d = 3.04), demonstrating the strong effectiveness of Active Learning Strategies in improving chemistry learning outcomes. The findings support the growing body of research emphasising the role of active, collaborative, and student-centred instructional practices in promoting meaningful learning in science education. The study suggests that integrating ALS into chemistry classrooms can enhance conceptual understanding, academic achievement, and learner engagement. Future research with larger samples and controlled experimental designs is recommended to validate and extend these findings across diverse educational contexts.