Effect of Active Learning Versus Traditional Lecturing on the Learning Achievement of School Students in Social Sciences: A Meta Analysis

The present meta-analysis investigates the comparative effectiveness of active learning strategies versus traditional lecturing methods on the academic achievement of school students. Drawing on 20 empirical studies conducted across diverse educational contexts between 2010 and 2023, this study synthesizes findings to provide an aggregated measure of learning outcomes. The overall effect size (Cohen’s d = 0.70) reveals a moderate to large positive effect of active learning on student achievement. Techniques such as cooperative learning, think-pair-share, project-based learning, and inquiry-based instruction were found to be particularly effective. The analysis also indicates consistent positive outcomes across various grade levels (6–10) and cultural settings, with slightly higher gains observed in middle school students. These findings support the integration of active learning pedagogies in school curricula to foster deeper engagement and improved academic performance. Limitations, including potential publication bias and variation in assessment tools, are acknowledged. The study concludes by recommending systemic educational reforms to embed active learning in classroom practice.