The Effect of Active Learning Techniques on Academic Performance and Learning Retention in Science Lesson: An Experimental Study



Active learning, science education, academic performance, experimental study


This paper investigated the effect of active learning techniques on academic performance and learning retention in the fourth-grade science course. This study adopted a quasi-experimental pretest-posttest control group design. Active learning techniques were applied in the experimental group, while the control group continued their routine education. The data were analyzed using a t-test. The results showed that the experimental group had higher academic performance and learning retention than the control group. Our results are consistent with the literature. Our experimental group participants had higher academic performance and learning retention than the control group participants. This suggests that active learning techniques enabled students to play a more active role in teaching/learning.  Researchers should conduct longitudinal and mixed-design studies to understand the impact of active learning techniques more depth.


Açıkgöz, K. Ü. (2009). Active learning. (11. edition). Biliş.

Aricò, F. R., & Lancaster, S. J. (2018). Facilitating active learning and enhancing student self-assessment skills. International Review of Economics Education, 29, 6-13.

Aşiroğlu, S. (2018). The effects of active learning activities applied in science and technology course to students' success and permanence levels. Current Research in Education, 4(1), 1-19. Retrieved from

Aydede, M. N., & Matyar, F. (2009). The effect of active learning approach in science course on the achievement and retention of learning. Kastamonu Education Journal, 17(1), 137-152. Retrieved from

Aydede, M. N. & Kesercioğlu, T. (2012). The effect of active learning applications on students’ self direct learning skills. Hacettepe Üniversitesi Faculty of Education Dergisi, 43, 37-49. Retrieved from

Aykan, A., & Tatar, M. (2017). Competency level of secondary school teachers about the constructivist approach. Anemon Muş Alparslan Universty Social Sciences Journal, 5 (2), 381-395.

Aykan, A., & Yıldırım, B. (2021). The integration of a lesson study model into distance STEM education during the COVID-19 pandemic: Teachers’ views and practice. Technology, Knowledge and Learning.

Bellanca, J. A. (2008). 200+ Active learning strategies and projects for engaging students' multiple intelligences. (2. edition). Corwin.

Bulut, A. & Dursun, F. (2019). The active learning model of class 7 students and their impacts on critical thinking tendencies teacher opinions. Journal of History School, 12 (XL), 12–31.

Cohen, L., Manion, L., & Marrison, K. (2000). Research methods in education. (5. edition). Routledge.

Erdoğan, D. G., Uyanik, G. K., & Güngören, Ö. C. (2018). An examination of postgraduate theses written about active learning. Sakarya University Journal of Education, 8(1), 111-125.

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H. & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings National Academy of Sciences, 11(23), 8410-8414.

Hendrickson, P. (2021). Effect of active learning techniques on student excitement, interest, and self-efficacy. Journal of Political Science Education, 17(2), 311-325.

Jackson, J. W. (2002). Enhancing self-efficacy and learning performance. Journal of Experimental Education, 70(3), 243–254.

Kalem, S., & Fer, S. (2003). The effect of the learning environment created with the active learning model on the learning, teaching and communication process. Educational Sciences Theory & Practice, 3(2), 433-461.

Lantis, J. S., Kille, K. J., & Krain, M. (2010). The state of the active teaching and learning literature. In R. A. Denemark (Ed.), The international studies encyclopedia in. Wiley-Blackwell.

Mattson, K. (2005). Why “Active Learning” can be perilous to the profession. Academe, 91(1), 23-26.

Meltzer, D. E., & Thornton, R. K. (2012). Resource letter ALIP–1: Active-learning instruction in physics. American Journal of Physics, 80(6), 478-496.

Philips, J. M. (2005). Strategies for active learning in online continuing education. The Journal of Continuing Education in Nursing, 36 (2), 77-83.

Robison, D. F. (2006). Active learning in a large enrollment introductory biology class: problem solving, formative feedback and teaching as learning. (Unpublished doctoral dissertation). Brigham Young University.

Simelane, S., & Dimpe, D. M. (2011). Clicker technology: The tool to promote active learning in the classroom. In R. Corchero (Ed.), Education in a technological world: communicating current and emerging research and technological efforts (pp. 83-98). Spain: Formatex Research Center.

Sivan, A, Leung, A. W, Woon, C., & Kember, D. (2010). An implementation of active learning and its effect on the quality of student learning. Innovations in Education & Training International, 37(4), 381-389.

Stephen, C., Ellis, J., & Martlew, J. (2010). Taking active learning into the primary school: A matter of new practices? International Journal of Early Years Education, 18(4), 315-329.

Türksoy, E., & Taşlıdere, E. (2016). Effect of instruction enriched with active learning tecniques on 5th grade students’ academic achievement and attitudes towards science technology course. Journal of Kırşehir Education Faculty, 17(1), 57-77. Retrieved from

Van den Bergh, L., Ros, A., & Beijaard, D. (2013). Teacher feedback during active learning: Current practices in primary schools. British Journal of Educational Psychology, 83(2), 341-362.




How to Cite

Aykan, A. ., & Dursun, F. (2022). The Effect of Active Learning Techniques on Academic Performance and Learning Retention in Science Lesson: An Experimental Study. Journal of STEM Teacher Institutes, 2(1), 42–48. Retrieved from