CHAPTER ONE

GENERAL INTRODUCTION

 Introduction

Academic achievement is a crucial aspect of higher education, as it not only reflects students’ understanding of their subjects but also influences their future opportunities. In today’s competitive job market, having a good academic record can open doors to better employment and career advancement (Smith, 2020). However, many undergraduate students at the University of Buea, Cameroon, are facing challenges that hinder their academic performance. Factors such as inadequate teaching methods, lack of engagement, and overwhelming course material contribute to this decline in achievement. As a result, students often struggle to grasp essential concepts, leading to lower grades and a lack of confidence in their abilities.

One way to address these academic challenges is through active learning strategies, which encourages students to participate in their learning process by involving them in discussions, problem-solving, and hands-on activities (Johnson & Johnson, 2019). By incorporating strategies such as problem-solving tasks, project-based learning, and practical activities, educators can create a more interactive and stimulating learning environment. This shift from traditional lecture-based teaching to active learning can help students better understand and retain information, ultimately improving their academic performance.

Despite the potential benefits of active learning, there remains a significant gap between these strategies and their implementation in the classroom. Many educators are still hesitant to adopt these methods, often due to a lack of training or resources. This gap can lead to missed opportunities for enhancing student engagement and achievement. Research has shown that when students are actively involved in their learning, they tend to perform better academically (Freeman et al., 2014). Therefore, it is essential to explore how active learning strategies can effectively bridge the gap between student struggles and academic success.

This chapter consists of the background to the study, statement of the problem, research objectives and questions, justification of the study, significance of the study, scope of the study and operational definition of terms.

Background to the study

This section consists of the historical, conceptual, theoretical and contextual background to the study

Historically, the concept of active learning has undergone significant evolution, particularly in the Western educational context. It all began in the early 20^th century when educational reformers like John Dewey emphasized the importance of experiential learning. Dewey argued that education should not merely be about rote memorization; instead, it should involve students actively engaging with their learning environments. He believed that students learn best when they can participate in their education rather than passively receiving information from teachers (Dewey, 1938). His ideas laid a crucial foundation for future educational practices, encouraging a shift towards methods that foster student involvement.

As the decades progressed, the 1960s and 1970s saw a surge in interest in constructivist theories, which proposed that learners construct their own understanding and knowledge through experiences. Scholars such as Jean Piaget and Lev Vygotsky made significant contributions to this field. Piaget focused on how children learn through exploration and interaction with their surroundings, emphasizing the role of developmental stages in learning (Piaget, 1952). On the other hand, Vygotsky introduced the idea of social learning, highlighting the importance of social interactions and cultural context in cognitive development (Vygotsky, 1978). These theories supported the notion that active learning strategies could enhance understanding and retention, paving the way for more interactive educational practices.

Moving into the 1980s and 1990s, the movement towards active learning gained momentum, especially in higher education. Researchers began to conduct studies demonstrating that techniques like problem-based learning and collaborative projects positively affected student outcomes. A landmark study by Prince (2004) reviewed numerous studies and confirmed that active learning methods significantly improved students’ grades and engagement. This period marked a notable shift in teaching practices, with many educators recognizing the need to move away from traditional lecture formats to more interactive approaches. The recognition of diverse learning styles also contributed to this change, as educators sought to accommodate different ways students learn.

The early 2000s brought about further innovations in active learning. The integration of technology played a crucial role, with tools like multimedia presentations, online discussion forums, and collaborative software enabling new ways of engaging students. Consequently, project-based learning gained popularity, allowing students to work on real-world problems and develop critical thinking skills (Thomas, 2000). This trend not only highlighted the importance of hands-on activities but also encouraged students to apply their knowledge in practical scenarios, reinforcing their understanding through real-life applications.

In recent years, the emphasis on active learning has intensified, becoming a central focus in educational reforms. Educational institutions have adopted blended learning models, which combine face-to-face teaching with online components, promoting active engagement in various formats (Garrison & Vaughan, 2008). This approach allows for greater flexibility and accessibility, catering to diverse student needs and learning preferences. Additionally, the COVID-19 pandemic accelerated the shift towards online learning, prompting educators to find innovative ways to maintain student engagement remotely. Many educators began utilizing interactive platforms, virtual simulations, and online collaborative tools, proving that active learning strategies can be effectively implemented in various settings.

Moreover, the rise of educational research and theory has further solidified the importance of active learning. Scholars have conducted extensive research on the effectiveness of these strategies, revealing that they not only enhance academic performance but also improve critical thinking, communication skills, and teamwork (Freeman et al., 2014). This body of research underscores the necessity of incorporating active learning into curricula to prepare students for the complexities of the modern workforce.

In Africa, the evolution of active learning strategies has been closely linked to the continent’s rich educational traditions and the need to adapt to changing societal contexts. Historically, African education was often informal and community-based, focusing on practical skills and knowledge transfer through storytelling, apprenticeships, and hands-on experiences. This traditional approach emphasized learning by doing, which aligns closely with the principles of active learning. Scholars like Ngugi wa Thiong’o (1986) have highlighted the importance of indigenous knowledge systems, where learning is deeply connected to cultural practices and community involvement.

As African nations began to formalize their education systems during the colonial period, traditional methods were often overshadowed by Western pedagogies that emphasized rote memorization and passive learning. However, as countries gained independence in the mid-20^th century, there was a renewed interest in incorporating active learning strategies that reflected local contexts and needs. Educators started to recognize that engaging students actively in their learning could lead to better understanding and retention of knowledge. For instance, the works of scholars such as Makgato (2007) emphasized the necessity of integrating local content into curricula, promoting project-based learning that addresses real-life issues faced by communities.

In the late 20^th and early 21^st centuries, the shift towards active learning gained further momentum in Africa, fueled by the global push for learner-centered education. The African Union and various educational organizations began promoting active learning as a means to enhance educational quality and relevance. This was seen in initiatives aimed at improving teaching methods across the continent. For example, the African Virtual University has employed technology to facilitate collaborative learning and hands-on projects, demonstrating the effectiveness of active learning in diverse contexts (African Virtual University, 2020).

Moreover, the rise of educational research in Africa has provided valuable insights into the effectiveness of active learning strategies. Studies conducted by researchers like Owolabi (2011) illustrated how problem-based learning and group projects significantly improved student engagement and academic performance in various African universities. These findings encouraged more educators to adopt active learning methods, recognizing their potential to address the unique challenges faced by students in African contexts.

In recent years, there has been a growing emphasis on integrating technology into active learning strategies in Africa. The use of mobile devices and online platforms has enabled students to engage with learning materials more interactively. Initiatives like the “Learning in the Cloud” programs aim to provide resources and support for teachers to implement active learning strategies effectively (World Bank, 2018). This technological integration not only enhances student participation but also prepares them for the demands of a rapidly changing world.

In Buea, the evolution of active learning strategies has been influenced by the city’s unique educational landscape and its historical context. Buea, as the capital of the South West Region of Cameroon, has a rich cultural heritage and a diverse population, which plays a vital role in shaping educational practices. Traditionally, education in Buea, like in many parts of Cameroon, was heavily influenced by colonial systems, which emphasized memorization and passive learning. However, as the demand for more effective teaching methods grew, educators began to recognize the importance of engaging students actively in their learning process.

In the late 20^th century, particularly after Cameroon gained independence, there was a shift towards more innovative teaching methods. Scholars such as Fonkeng (2013) highlighted the need for educational reforms that focus on learner-centered approaches. This shift was essential in addressing the challenges faced by students in Buea, where many learners struggled with traditional teaching methods that did not cater to their diverse learning styles. As a result, educators began to experiment with various active learning strategies, including problem-solving activities and group projects, to foster greater student engagement.

The 2000s marked a significant turning point for active learning in Buea, as higher education institutions like the University of Buea started to adopt these strategies more systematically. Researchers like Nguenang (2016) conducted studies demonstrating that active learning methods, such as project-based learning, significantly improved students’ academic performance and motivation. These findings encouraged more faculty members to implement active learning techniques in their classrooms. Workshops and training sessions were organized to equip teachers with the necessary skills to facilitate active learning effectively.

Moreover, the integration of technology into education has also played a crucial role in enhancing active learning in Buea. With the rise of digital tools, educators began to incorporate multimedia resources and online platforms into their teaching. Initiatives aimed at promoting the use of technology in schools have helped create a more interactive learning environment. For instance, the introduction of e-learning platforms has allowed students to collaborate on projects and engage in discussions beyond the classroom. As noted by Tabi (2020), these technological advancements have made learning more accessible and engaging for students in Buea, further supporting the shift towards active learning.

In recent years, the focus on active learning has continued to grow in Buea, influenced by global educational trends. The Cameroonian government and various educational organizations have recognized the need to enhance teaching quality and student performance. Consequently, there have been ongoing efforts to promote active learning strategies in schools and universities across the region. Workshops and seminars have been organized to raise awareness about the benefits of these methods, highlighting their importance in preparing students for the challenges of the modern world.

Conceptually, the main concepts of this study are active learning strategies, which include two key indicators: problem-solving, project-based learning, with academic achievement. 

Firstly, problem-solving is a crucial aspect of active learning. When students engage in problem-solving activities, they are encouraged to think critically and apply their knowledge to real-world situations. This process not only helps them understand the material better but also develops their analytical skills. For example, when students work together to solve a complex problem, they learn how to communicate effectively, share different perspectives, and arrive at solutions collaboratively. This collaborative approach fosters a deeper understanding of concepts, which can lead to improved academic performance.

Secondly, project-based learning is another important indicator of active learning. In this approach, students take on projects that require them to investigate a topic in depth. They often work in groups, which allow them to learn from one another and develop teamwork skills. Projects can be based on real-life issues that are relevant to their community, making the learning experience more meaningful. By actively participating in projects, students not only enhance their knowledge but also develop skills such as time management, research, and presentation abilities. These skills are essential for their future careers and contribute positively to their overall academic achievement.

Academic achievement is a term that refers to how well students perform in their studies and educational tasks. It is often measured through grades, test scores, and the successful completion of courses or programs. To understand this concept better, we need to look at various factors that contribute to academic achievement. First, it is important to recognize that academic achievement is not just about getting good grades; it is also about gaining knowledge and skills that students can use in their lives. For example, students who excel in their studies often develop critical thinking abilities, problem-solving skills, and effective communication, which are essential for success in both school and future careers.

Moreover, academic achievement is influenced by a variety of factors, including individual characteristics and environmental conditions. On the individual level, motivation plays a crucial role. When students are motivated, they are more likely to engage with their studies and work hard to achieve their goals. This motivation can come from a variety of sources, such as personal interests or the desire to please parents and teachers. Additionally, self-efficacy, or the belief in one’s ability to succeed, can greatly impact how students approach their learning. When students believe they can do well, they are more likely to try their best and overcome challenges.

Furthermore, family support is another vital factor that affects academic achievement. Students who come from supportive families often perform better in school because they receive encouragement and resources that help them succeed. For instance, parents who help with homework or attend school events can boost their child’s confidence and motivation. In addition to family, the quality of the school environment is also significant. Schools that provide a safe atmosphere, access to resources, and effective teaching methods can greatly enhance students’ chances of achieving academic success.

Theoretically, this research is being guided by three theories, namely the constructivism theory by Jean Piaget (1952), Experiential Learning Theory by David Kolb (1984), and Social Learning Theory by Albert Bandura (1977).

Firstly, Constructivism, primarily associated with Jean Piaget, emphasizes that learners construct their own understanding and knowledge of the world through experiences. According to Piaget (1952), learning is an active process where individuals create mental models based on their interactions with their environment. This theory suggests that knowledge is not simply transferred from teacher to student but built through problem-solving and exploration. In the context of active learning, this means that when students engage in activities like project-based learning or hands-on experiments, they are constructing their own understanding of the material. For example, when students work together to solve a complex problem, they draw on their prior knowledge and experiences, which helps deepen their understanding. This process of active engagement is essential for fostering critical thinking skills and enhancing academic performance, making Constructivism a strong foundation for this research.

Secondly, Experiential Learning Theory, developed by David Kolb, posits that learning occurs through a cycle of experiencing, reflecting, thinking, and acting. Kolb (1984) argues that direct experiences play a critical role in the learning process. This theory highlights the importance of hands-on activities, as students learn best when they can apply what they have studied in real-world situations. For instance, when students engage in simulations or practical projects, they not only gain knowledge but also reflect on their experiences to improve their understanding. This cycle encourages students to take an active role in their education, which can lead to higher academic achievement. By integrating experiential learning into the curriculum, educators can create opportunities for students to engage actively with the subject matter, thus enhancing their overall learning outcomes.

Lastly, Social Learning Theory, proposed by Albert Bandura, emphasizes the role of observation and social interaction in the learning process. Bandura (1977) suggested that people learn by watching others and imitating their behaviors. This theory is particularly relevant to active learning because it highlights the importance of collaboration and peer learning. When students work together on group projects or engage in discussions, they can learn from each other’s insights and strategies. This collaborative approach not only helps students grasp complex concepts but also fosters a sense of community in the classroom. Moreover, when students see their peers succeed through active participation, it can motivate them to engage more fully in their own learning. By understanding the principles of Social Learning Theory, educators can design activities that promote teamwork and peer interaction, ultimately leading to improved academic achievement.

In the context of the University of Buea, located in Cameroon at the Southwest region, academic achievement is often measured through various indicators such as grades, examination scores, and the successful completion of degree programs. In recent years, there has been a growing emphasis on the importance of active learning strategies in enhancing students’ academic performance. This shift reflects a broader trend in education that recognizes the need for students to engage more deeply with the material they are studying. According to research, academic achievement is not solely determined by a student’s intelligence or prior knowledge; rather, it is significantly influenced by the teaching methods employed and the learning environment provided (Eisenberg et al., 2009).

At the University of Buea, many undergraduate students come from different educational backgrounds and may have varying levels of preparedness for University -level work. Therefore, their academic achievement can be affected by how well they adapt to the teaching methods used in their courses. Traditional lecture-based teaching, which has been prevalent in many universities, often does not engage students fully. As a result, students may struggle to retain information or apply what they have learned in practical situations. However, with the introduction of active learning strategies, such as group discussions, case studies, and hands-on activities, there is potential for a more engaging and effective learning experience? These strategies encourage students to participate actively, collaborate with their peers, and think critically about the subject matter.

Moreover, the academic environment at the University of Buea plays a crucial role in shaping students’ experiences. Supportive faculty, access to resources, and a positive campus culture contribute to students’ motivation and engagement. When instructors adopt active learning techniques, they create a classroom atmosphere where students feel valued and encouraged to express their ideas. This sense of belonging can lead to higher academic achievement, as students are more likely to invest time and effort in their studies when they feel supported.

Additionally, the impact of active learning strategies on academic achievement can be observed through improved retention rates and better examination results. Research has shown that students who engage in active learning often perform better than those who rely solely on passive learning techniques (Bonwell & Eison, 1991). 

Statement of the Problem 

Active learning strategies are essential for enhancing students’ academic achievement, yet many undergraduate students at the University of Buea struggle with traditional learning methods. Observations indicate that students engaged in active learning, such as group discussions and hands-on activities, demonstrate higher participation and better understanding of course material. Conversely, students who rely solely on passive learning often show lower motivation and academic performance.

The real problem lies in the noticeable gap between the potential benefits of active learning and the actual experiences of students. Many learners are not benefiting from these strategies, leading to poor academic outcomes. This not only affects the students themselves but also has broader implications for their families and society, as low academic achievement can contribute to higher dropout rates and social challenges. This study aims to investigate the impact of active learning strategies on undergraduate students’ academic achievement at the University of Buea.

Research Objective

General Research Objective

• To investigate the impact of active learning strategies on undergraduate students’ academic achievement in the University of Buea.

Specific Research Objectives

• To investigate the impact of problem-solving approach on undergraduate students’ academic achievement in the University of Buea
• To determine the effect of project-based learning on undergraduate students’ academic achievement in the University of Buea

General Research Questions

• How do active learning strategies affect undergraduate students’ academic achievement in the University of Buea? 

Specific Research Questions

• How does problem solving approach influence undergraduate students’ academic achievement in the University of Buea? 
• How does project based learning influence undergraduate students’ academic achievement in the University of Buea?