The Effect of Using Active Learning Strategies on the Achievement of Basic First Grade Students in Mathematics in Jordan

Abstract

The current study aimed to investigate the impact of using active learning strategies represented by methods (cooperative learning, educational games, educational theater, discovery learning) on the achievement of first-grade students in mathematics in Jordan. The semi-experimental design was used, and the study sample included (60) male and female students from the first-grade primary level in a public school in Jordan, selected purposefully. An achievement test was applied to the students, and after confirming its validity and reliability for both the experimental and control groups before the experimental treatment, the results showed statistically significant differences at the significance level of (α = 0.05) in the achievement of basic first-grade primary students according to the teaching strategies (active learning, traditional), in favor of those who were exposed to active learning strategies. There were no statistically significant differences at the significance level of (α = 0.05) between the mean scores of the experimental and control groups attributed to gender. The study recommended encouraging teachers to employ active learning in mathematic teaching.