The Impact Of Active Learning In The Classroom Environment On Eighth-Grade Students’ Self-Efficacy In Learning Geometry In Jordan

Abstract

Recent international assessments, including TIMSS (2023) and PISA (2022), have revealed a significant decline in Jordanian students’ performance in mathematics, underscoring the need for more effective and psychologically responsive teaching approaches. Among the psychological factors influencing academic outcomes, self-efficacy— defined as a learner’s belief in their ability to succeed in academic tasks—has emerged as a critical predictor of student motivation, persistence, and overall performance. High levels of self-efficacy are particularly important in cognitively demanding areas such as geometry, where abstract reasoning and spatial thinking are essential.

This study investigates the effect of active learning strategies on the self-efficacy of eighth-grade female students in mathematics in Jordan, positioning self-efficacy as a key mechanism for improving academic outcomes. Employing a quasi-experimental design, the research involved 80 students divided equally into an experimental group that received instruction through active learning methods and a control group that followed traditional teaching practices. Pre- and post-tests using a validated self-efficacy scale were administered to both groups. Results revealed a statistically significant improvement in the self-efficacy scores of the experimental group.

These findings support the hypothesis that active learning positively influences self-efficacy, which in turn plays a pivotal role in enhancing student achievement in mathematics. The study recommends integrating active learning strategies into the mathematics curriculum and providing targeted professional development for educators. Further research is encouraged to explore the bidirectional relationship between self-efficacy and achievement across broader educational settings.