This research explores the impact of active learning on the academic performance of university students in Pakistan. As the traditional lecture method continues to dominate many classrooms, there is growing concern that it does not fully engage students or promote deep learning. Active learning, on the other hand, involves strategies that require students to actively participate in the learning process through discussion, collaboration, reflection, and problem-solving. The purpose of this study is to examine whether these methods contribute positively to students’ academic outcomes. A quantitative research approach was adopted using a descriptive survey design. The sample consisted of 100 university students—50 from the University of the Punjab and 50 from Lahore College for Women University. Data were collected through a structured questionnaire developed to measure students’ experiences with active learning techniques and their perceived academic performance. The findings indicate a significant positive relationship between the use of active learning strategies and students’ academic achievement. Students reported that engaging in active learning helped them better understand course content, retain information, and feel more motivated. The results suggest that integrating active learning into university classrooms can lead to improved academic outcomes and greater student satisfaction. This study offers valuable insights for educators, curriculum developers, and higher education institutions aiming to improve teaching effectiveness and student success. It also provides a foundation for future research on active learning across different academic disciplines and educational contexts.
Ali et al. (Thu,) studied this question.