Active Learning Strategies and Students’ Understanding of Mathematics in Selected Schools of the West Region, Cameroon

Abstract

Mathematics achievement in secondary schools in Cameroon is often hampered by traditional lecture-based teaching approaches. This study investigates the effect of active learning strategies on students' understanding, performance, and attitudes in mathematics. It identifies the challenges educators face in implementing these strategies. A mixed-methods design was used involving 171 students and 12 mathematics teachers from four schools. Quantitative data were analysed using descriptive and inferential statistical analysis such as t-tests and regression via statistical software. Qualitative data from semi-structured interviews were analysed thematically. Results show that think-pair-share and interactive games significantly improved performance, whereas group problem-solving showed a negative effect. The implication of this study shows that teachers should receive structured training on how to design and implement active learning strategies. The educational stakeholders should equip schools with essential instructional ICT tools and the curriculum designed to encourage critical thinking, problem-solving, and conceptual understanding of mathematics in a less crowded classroom. However, challenges included classroom management issues notably noise, lack of training, time constraints, and large class sizes. These results led to the rejection of all the null hypotheses. Active learning significantly enhances mathematical understanding, but systemic barriers must be addressed to optimize implementation. These findings contribute to ongoing discourse on improving mathematics education in sub-Saharan Africa and globally.