For decades, lecturers have been dedicated to exploring innovative methods that enhance student learning and foster academic success. This commitment to continuous improvement creates a dynamic and engaging educational environment. This study aims to provide a comprehensive understanding of the effects of active learning on student performance in higher education. This study was conducted at the University of Venda’s Department of Food Science and Technology, part of the Faculty of Science, Engineering, and Agriculture. In this mixed-methods study, participants took part in in-depth interviews to discuss their experiences, perspectives, and challenges related to the implementation and participation in active learning. The participant group consisted of 5 males and 10 females. Data collection tools included a questionnaire, a tape recorder, and a notebook. Descriptive statistics were used to analyse the quantitative data. The findings demonstrate that the teaching strategies employed by the instructors significantly highlight the effectiveness of active learning in higher education. Moreover, the results emphasise the importance of regularly evaluating student performance in each module. It was also evident that a passing grade does not necessarily indicate student satisfaction with the lectures or practical components of the course. Consequently, these findings contribute meaningfully to academic discourse and provide practical implications for instructors, aiding them in developing more effective teaching strategies. Keywords: Student Engagement, Active Learning, Decontextualised Environment, Pedagogical Methodology, Assessment, Satisfaction.
Bamidele et al. (2025) studied this question.