Active learning involves instructional approaches that engage students in meaningful thinking and reflection. This work evaluated the effect of active learning on academic achievement in music education. While prior meta-analyses in other disciplines showed positive effects, no quantitative review existed for music. A comprehensive search identified 27 eligible studies, with 20 reporting usable quantitative data. After addressing an outlier, pooled results from 15 independent effect sizes showed a moderate, statistically significant positive effect (ES = 0.46, 95% CI 0.22, 0.70). Comparisons across groups detected no significant moderation by educational level or strategy, though higher education showed the largest mean effects. Although variation across studies was high, active learning consistently benefited music-specific achievement. The review highlights gaps in methodological rigor and a scarcity of studies in primary and higher education. Overall, findings indicate that active learning enhances achievement in music education, though more high-quality controlled studies are needed.
Veniel-Martí et al. (Sun,) studied this question.