Review Related Literature

Every aspect of life has been impacted by scientific and technological advancements
(Aykan & Yıldırım, 2021). Contemporary, student-centered teaching methods are more
crucial than ever because they give students the chance to learn in more efficient,
optimistic, and enjoyable classroom environments. Pupils assume ownership of their
education and develop into more engaged, hands-on learners (Hendrickson, 2021) .
Teachers are able to teach more effectively and permanently when their students are
more involved and active. The goal of education systems is to develop passionate
people who can both create and access knowledge. Constructivist education programs
are implemented in many nations (Aykan & Tatar, 2017).

Active learning and active learning space design have become more and more
important in education at all levels from kindergarten to university (Beichner, 2014;
Brooks, 2011)

According to (Gainor et. al, 2014) Active learning is defined as any instructional strategy
that engages students in the learning process.

According to Harris and Bacon (2019), active learning fosters both lower-order and
higher-order critical thinking abilities and yields outcomes that are at least as excellent
as those of traditional, passive learning. In the same way, Freeman et al. (2014)
discovered that active learning was advantageous and increased test results. Educators
should think about which strategies are most effective in certain situations rather than
focusing on whether active learning is effective overall Bernstein (2018),. He concludes
that in order to be most successful, active learning must be highly structured and
requires student participation. To that end, he advises instructors who are new to the
practice of active learning to integrate the strategies gradually. One of the best methods
for increasing the efficacy of instruction is the use of active learning strategies (Gainor
et al., 2014).

Studies reveal that the student's participation has a substantial relationship to the
variable of educational success (Lawson & Lawson, 2013; Reeve & Tseng, 2011;
Reeve, 2013). Students' participation in class and extracurricular activities can be used
as a determinant and as a starting point for their academic success, according to a
2011 study by Reeve & Tseng. It supports the educational idea of highly prominent
philosopher John Dewey (1859–1952), who stressed the need of experiential learning—
or, to put it more simply, "learning by doing." He was a well-known proponent of actively
involving pupils in educational settings as opposed to merely providing them with
information and hoping they would take it in. Many instructional approaches, the lecture
format is frequently used to engage students; in the lecturer-based method, students
engage in passive learning (Tan, 2019). Totura, Karver, and Gesten (2014) assert,
however, if students have difficulty participating in the learning process, it will have a
negative impact on their academic performance. Thus, in order to remain evident of
detrimental influences and foster a high level of student involvement that leads to
improved academic accomplishment, teachers must establish an active teaching and
learning environment (Gebre, Saroyan, & Bracewell, 2013).

Utilizing active learning strategies in the classroom is the best way to capture students'
imaginations and increase their enthusiasm. Though active learning boosts self-
confidence, accesses prior knowledge, enhances interpretation, and advances cognitive
development, academic institutions frequently opt for traditional lecture-based
instruction due to student disengagement and faculty shortages (Sasikumar, 2014).
Alternatively, it can take the form of using concepts tests as an informal technique of
testing students' comprehension Kumar (2014). The spread of the learning method was
impeded, in addition to the impact of the economy, by faculty resistance to
implementing the new teaching technique and student preference for lecture-based
instruction Killian and Bastas (2015).

Carini, Kuh& Klein (2006) define the student engagement as a positive situation that
occurs when a student appreciates a challenging but meaningful task necessary for the
foundation of skills to meet industrial needs.The Optimal learning occurs when a student
is actively involved in making judgments, reflective practices, and learning through
experience (Reeve, 2013; Kahu, 2013;Sanders, 2013;Hallinger & Lu, 2013). According
to Lawson & Lawson (2013) and Teoh, Abdullah, Roslan, & Daud (2013), throughout
the development of the active learning environment, students engagement will occur
when there is an interaction and reaction by students to the teachers teaching and
learning process. According to Hallinger & Lu (2013) the educators had misconception
of the goal of active learning environment with just students activities. Reeve (2013)
stated that student engagement is a broad term that encompasses the dimensions of
cognitive, emotional, behavioral and agentic, each factor emphasize the different but
connected aspects of the learning process. The first dimension is behavioral
engagement. The behavioral engagement is more focused on the learning and
participation in academic work with a consistent effort, concentration, attention question
and contribution to the class discussions. (Reeve, 2013). In general, institutional
change usually focuses on involvement in order to modify the behavior of students
(Reeve, 2012).

The cognitive dimension of involvement refers to the use of the different effective
strategies; commitment to diversity also implementation of the learning strategies and
problem solving (Reeve, 2013).The Students' cognitive engagement is how students fee
through the way of learning process, about themselves, their skills, work, effort and the
strategies they use to control their work. A study done by Sherab (2013) shows that,
 when a student has difficulties in accessing or engaging with the teacher and has a
lack of humor, the overall level of engagement will be affected because the students
will be passive and does not participate in class. Therefore, cognitive engagement
emphasizes the process of thinking, observation, memory and problem solving in
learning and academic tasks by both parties (Reeve, 2012; Brooks, Erickson, Greer, &
Gutwin, 2014; Sherab, 2013).

The Emotional engagement refers to the effective reactions of students inside the class,
including interest, boredom, joy, sadness and anxiety (Eren, 2013; Gilbert, Rose,
Palmer, & Fuller, 2013; Lee & Reeve, 2013). Meanwhile, Kahu (2013) stated that
Perceiving and experiencing a sense of belonging and their level of concern for their
educational institutions are indicators of emotional engagement. According to a study by
Eren (2013), even though teachers have a crucial role in carrying out to aid students
meet learning objectives, they may find it challenging to do so if they are not
implementing efficient learning techniques to prevent students from becoming bored in
the classroom.

Therefore, by employing efficient techniques, emotional engagement can boost mental

application of the concept, stimulate students' interest, boost their self-esteem, bring joy
to the classroom, and prevent boredom. The fourth component of student engagement,
agentic engagement, was first described by Reeve & Tseng (2011). Agentic is a
concept of student engagement in which they wish to enrich the learning process by
being active in their own way in the teaching and learning of certain conditions (Reeve &
Tseng, 2011; Reeve, 2012; Reeve, 2013).

In general, active learning is the involvement of the student directly in the learning
process. More responsibility falls on the student through a number of means, including
collaboration with the teacher and their classmates.

Active learning provides a deeper and more interesting learning experience as it uses
activities such as reading, writing, discussion, or problem-solving to promote analysis,
synthesis, and evaluation of class content. It also provides students with the opportunity
to give feedback on how well they have understood the topics being taught to them to
identify problem areas in a child’s knowledge and understanding.

Demirci, C., (2017) in his study obtained a significant difference between the average
post attitude scores of the experimental group towards science lesson while no change
in attitude was found in the control group. He concluded that the active learning
approach has a significant difference in the attitudes of students towards science
lessons. He adds that active learning transforms the analytical thinking skills and
cognitive skills of students by enabling them to create knowledge and be at the centre of
their studies.
Braun, Benjamin, et al. (2017) noted the various techniques and environments adopted
in active learning in mathematics. Some of the methods they mentioned in their
research include:

Think-Pair-Share method- In this method, students were given time (2 to 3 minutes) to

come up with hypotheses or solutions to a given task independently. For an added two
minutes, the students were allowed to consult with their classmates and their responses
were checked and confirmed by the instructor.

Classroom Response Systems (Clickers) - This technique is a reinforcement of the

think-pair-share method and seeks to promote student engagement within the
classrooms and promote active learning. Students act in a team and take part in what is
termed as ‘classroom voting’ and their answers are recorded.

Inverted or Flipped Classrooms – In this type of interaction, instructors present the

lesson in a series of video presentations and usage of other educational software and
technologies to increase student participation and engagement within the classrooms.
The teachers present complex problems in audiovisual ways to enhance student
understanding and comprehension of the topics.

Inquiry-based learning – This involves a series of discussions in small or large groups

and mini-lectures that promote active learning and student engagement in the lesson.

Game-based learning - With children growing up in a fast-paced digital age, game-

based learning is a great way to tap into their digital skills. Lesson teaching software
drives student engagement and brings lessons to life with creative resources to use in
the classroom.

Problem-based learning - Problem-based learning reverses the ‘traditional’ teaching

approach: students are provided with a problem to solve, and then have to work out
which learning and research they need to engage with to solve the problem. This
activity works best in group settings and creates individual learning paths as each group
and student learns independently.

Braun, Benjamin, et al. (2017) insist that more training should be provided to instructors
and instant feedback and support should be provided to ensure the success of active
learning classrooms.

Impacio (2021) Research has shown that active learning has many advantages to it that
make it worth including in instructional pedagogy at all levels, it stated that active
learning creates opportunities for students to thrive in the classroom environment
through benefits such as:

● Fostering a deeper understanding of the concept or lesson they are learning

● Allowing instructors to listen to their thought processes and gain insight as to how
each student is internalizing a concept

● Giving classmates an opportunity to connect with those they may not have spoken
to otherwise and gain different perspectives of a topic

● Improving student attention and engagement in a course

Active learning strategies have been proven to be at least twice as effective to students
with helping them to understand the concept at hand. This is especially true in subjects
like science, math, and technology, where student performance has risen significantly in
courses where instructors regularly engage in active learning practices.

School yard School Specialty (2020) Active learning is an approach to instruction in

which students are actively engaged in the learning process, instead of just sitting and
taking in information. Research suggests that it’s more effective at promoting deeper
learning and understanding than traditional “sit and get” approaches—and it benefits
students in other ways as well.

This research concurs with recommended viewpoint that establishing proof of “gains in
academic success” from the active learning approach and presenting a model for
manageable transformation, two strategies move forward with altering current
education. Daniel (2016)

Multiple research clearly support active learning as the preferred, successful and
empirically verified teaching style in ordinary classroom. Aji and Khan (2019).

Research indicates that compared to traditional passive learning methods, active

learning approaches, such as group discussion, problem solving activities and hands on
experiment, promote higher levels of participation, critical thinking and knowledge
retention among students. Fostering a more dynamic and engaging learning
environment that ultimately contributes to improved academic performance and a
deeper understanding of the subject matter.
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