Perceptions and Impacts of Active Learning Strategies on Mathematics Performance among Grade Learners

Despite ongoing reforms advocating for learner-centered education, recent studies indicate that many public secondary schools in the Philippines continue to rely on traditional, lecture-based methods, particularly in Mathematics—often leading to disengagement and limited skill development (Bernardo, 2019; SEI-DOST & UP NISMED, 2020). This study addressed this gap by examining Grade 7 learners' perceptions of active learning strategies and their effects on enhancing mathematical competencies in a public secondary school in Lucena City during the 2024–2025 school year. Specifically, the study explored the application of active learning strategies across five domains: student engagement, collaborative learning, critical thinking and problem-solving, immediate feedback, and real-life application. It also identified implementation challenges and proposed an intervention program to support broader adoption. Employing a descriptive-experimental research design, the study involved Grade 7 learners selected through stratified random sampling. Data were gathered using a structured survey questionnaire to capture perceptions and challenges, as well as pre- and post-tests to measure academic performance. Additionally, teacher-validated lesson plans incorporating active learning strategies were employed. Results showed that learners held positive perceptions of active learning across all five domains, with notable strengths in promoting engagement, collaboration, and problem-solving. Statistical analysis revealed a significant improvement in students' Mathematics performance after the intervention. Furthermore, a significant negative correlation was found between students' positive perceptions and the challenges encountered, indicating that increased acceptance of active learning may ease its implementation. The study concluded that active learning strategies effectively enhance both student engagement and academic performance in Mathematics. Recommendations include scaling the integration of active learning strategies across grade levels, institutionalizing a school-wide adoption program, and providing targeted teacher training focused on effective classroom implementation.