The effect of using the active classroom strategy on fifth grade students’ Achievement in mathematics in Jordan

Abstract

This study aimed to investigate the effect of using the Active Classroom Strategy on the mathematics achievement of fifth-grade students in Jordan. A quasi-experimental design was employed, utilizing a pre-test and post-test control group approach. The sample consisted of 60 students from Ibn Majid School in Amman during the 2024/2025 academic year, with 30 students in the experimental group and 30 in the control group. The experimental group was taught using the Active Classroom Strategy, which incorporated cooperative learning, group discussions, and hands-on activities, while the control group received traditional instruction. A mathematics achievement test developed by the researcher—validated by subject-matter experts and showing high reliability—was administered to both groups before and after a six-week intervention. The results revealed a statistically significant difference in post-test scores between the two groups, with the experimental group outperforming the control group. This confirmed that the improvement in student performance was attributable to the teaching method.