The Impact of the Active Learning Approach on Secondary School EFL Learners’ Grammar Achievement: An Experimental Study in Uvira Territory, Eastern DR Congo
Abstract
Grammar is a core component of English as a Foreign Language (EFL), yet traditional teacher-centred instruction often hinders learner engagement and impedes mastery. This study investigated the impact of the Active Learning Approach (ALA) on secondary school EFL learners’ grammar achievement in Uvira Territory, eastern DRC. It employed a quantitative, experimental design. It recruited forty-eight fifth-form learners aged between 16-24 (M=17.96 and SD=2.113) who were randomly assigned to either the experimental group or the control group. Both groups completed a researcher-made Grammaticality Judgement Test (α=.781) as pre- and post-tests. The experimental group received a three-week treatment of five sessions each. Normality analyses (p=.017 and p=.076) indicated the need for a non-parametric test to compare group outcomes. The Mann-Whitey U test revealed that the experimental group significantly outperformed the control (p< .001), demonstrating the effectiveness of ALA in enhancing grammar instruction. Additionally, a one-way ANOVA analysis comparing lower-intermediate, upper-intermediate, and advanced proficiency levels (respective normality: p=.061, .830, .086) showed no statistically significant differences, indicating that the ALA raised learners’ grammar achievement equally regardless of initial proficiency. These results highlight the pedagogical value of integrating active, learner-centred strategies in grammar instruction, suggesting that it fosters engagement, motivation, and improves linguistic competence across diverse learner profiles. The study contributes to the growing evidence supporting ALA in EFL education and underscores its applicability in secondary school contexts. Although limited by a small sample and short duration, focusing on two grammar structures, this study provides valuable evidence for the effectiveness of ALA in EFL education and underscores its applicability in secondary schools.
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