Active methodologies and their impact on the academic performance of students in Basic Education and High School
DOI:
https://doi.org/10.70577/rd2fh904Keywords:
active methodologies, academic performance, active learning, basic education, upper secondary education, systematic review.Abstract
Active learning methodologies have gained increasing relevance in contemporary education systems due to their potential to promote meaningful learning, develop 21st-century skills, and improve students' academic performance. The objective of this systematic review was to analyze the scientific evidence published between 2020 and 2025 on the impact of active learning methodologies on the academic performance of students in primary and secondary education. The research was conducted following the PRISMA 2020 guidelines for systematic reviews. The literature search was carried out in the Scopus, Web of Science, ERIC, SciELO, Redalyc, and Google Scholar databases, using descriptors related to active learning methodologies, active learning, academic performance, primary education, and secondary education. Inclusion criteria were established for peer-reviewed scientific articles published in English and Spanish, with full-text access, and focused on formal educational contexts. After the identification, screening, eligibility, and inclusion process, 20 studies were selected for the final analysis. The results show that strategies such as project-based learning, gamification, cooperative learning, the flipped classroom, and problem-based learning have positive effects on academic performance, motivation, participation, and the development of cognitive and socio-emotional skills. It is concluded that active methodologies constitute an effective pedagogical alternative for strengthening teaching and learning processes in basic and upper secondary education, although their implementation requires teacher training, adequate planning, and the availability of educational resources.
Downloads
References
Alshiha, M. B. (2024). Gamification in flipped classrooms for sustainable digital learning. Sustainability, 16(23), 10734. https://doi.org/10.3390/su162310734
Boke, H., Yıldız, A. B., & Colakoglu, T. (2025). Effects of cooperative learning on students’ learning outcomes in physical education: A meta-analysis. Frontiers in Psychology, 16, 1508808. https://doi.org/10.3389/fpsyg.2025.1508808
Caracuel-Cáliz, R. F., Ubago-Jiménez, J. L., Alonso-Vargas, J. M., & Melguizo-Ibáñez, E. (2025). Impact of active methodologies involving physical activity on primary school students: A systematic review (2018–2024). Sports, 13(10), 358. https://doi.org/10.3390/sports13100358
Conde-Izquierdo, S., Moraleda-Ruano, Á., & Pascual-Nicolás, D. (2025). The impact of active methodologies in the classroom on academic achievement: A systematic literature review using the PRISMA protocol. International Journal of Educational Research, 132, 102644. https://doi.org/10.1016/j.ijer.2025.102644
Costa, L. M. G., & Reis, M. J. C. S. (2025). Motivational teaching techniques in secondary and higher education: A systematic review of active learning methodologies. Digital, 5(3), 40. https://doi.org/10.3390/digital5030040
Dikmen, M. (2021). Does gamification affect academic achievement? A meta-analysis study. Journal of Educational Technology and Online Learning, 4(2), 174–188. https://eric.ed.gov/?id=EJ1312894
El-Thalji, I. (2025). Boosting active learning through a gamified flipped classroom: A retrospective case study in higher engineering education. Education Sciences, 15(4), 430. https://doi.org/10.3390/educsci15040430
Fitrah, M., Asdar, A., & Suryani, S. (2025). The impact of integrated project-based learning and flipped classroom on high school students. Education Sciences, 15(4), 448. https://doi.org/10.3390/educsci15040448
Fredriksen, P. M., Larsen, T., & Hansen, J. (2025). The effect of active learning on academic performance in a primary school setting. Frontiers in Education, 10, 1562387. https://doi.org/10.3389/feduc.2025.1562387
González López, A. M., Pascual Sevillano, M. Á., & Sorzio, P. (2025). Use of active methodologies in basic education: An umbrella review. Education Sciences, 15(11), 1536. https://doi.org/10.3390/educsci15111536
Hossein-Mohand, H., Trujillo-Torres, J. M., Gómez-García, M., & Hosseini, S. (2021). Analysis of the use and integration of the flipped learning model, project-based learning, and gamification in mathematics education. Sustainability, 13(5), 2606. https://doi.org/10.3390/su13052606
Li, M., Wang, Y., & Chen, Z. (2023). Examining the effectiveness of gamification as a tool promoting teaching and learning: A meta-analysis. Frontiers in Psychology, 14, 1253546. https://doi.org/10.3389/fpsyg.2023.1253546
Ng, L. K., Abdullah, N., & Rahman, A. (2022). Flipped classroom and gamification approach: Its impact on learner achievement and engagement. Sustainability, 14(9), 5428. https://doi.org/10.3390/su14095428
Öztürk, B. (2023). The effect of cooperative learning models on learning outcomes: A second-order meta-analysis. Educational Policy Analysis and Strategic Research, 18(3), 273–296. https://doi.org/10.29329/epasr.2023.600.13
Pardo-Baldoví, M. I., San Martín-Alonso, Á., & Peirats-Chacón, J. (2023). The smart classroom: Learning challenges in the digital ecosystem. Education Sciences, 13(7), 662. https://doi.org/10.3390/educsci13070662
Sam, R. (2024). Systematic review of inquiry-based learning: Impact on educational outcomes. F1000Research, 13, 1045. https://doi.org/10.12688/f1000research.151763.1
Talan, T. (2021). The effect of computer-supported collaborative learning on academic achievement: A meta-analysis study. International Journal of Education in Mathematics, Science and Technology, 9(3), 426–448. https://doi.org/10.46328/ijemst.1243
Tutal, Ö., & Yazar, T. (2021). Flipped classroom improves academic achievement, learning retention and attitude towards course: A meta-analysis. Asia Pacific Education Review, 22(4), 655–673. https://doi.org/10.1007/s12564-021-09706-9
Tutal, Ö., & Yazar, T. (2023). Active learning improves academic achievement and learning retention in K–12 settings: A meta-analysis. i-manager’s Journal on School Educational Technology, 18(3), 1–22. https://doi.org/10.26634/jsch.18.3.19288
Zhang, L., Wang, X., & Liu, Y. (2023). A study of the impact of project-based learning on student learning effects: A meta-analysis study. Frontiers in Psychology, 14, 1199018. https://doi.org/10.3389/fpsyg.2023.1199018
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Lourdes Sufana Chica Quezada , Luz Julieta Arévalo Samaniego , Ximena Carlina Lituma Serrano , Cristina Ximena Robles Matute , Ángel Bolívar Quinche Quizhpe (Autor/a)

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Eres libre de:
- Compartir : copiar y redistribuir el material en cualquier medio o formato
- Adaptar : remezclar, transformar y desarrollar el material
- El licenciante no puede revocar estas libertades siempre y cuando usted cumpla con los términos de la licencia.
En los siguientes términos:
-
- Atribución : Debe otorgar el crédito correspondiente , proporcionar un enlace a la licencia e indicar si se realizaron cambios . Puede hacerlo de cualquier manera razonable, pero no de ninguna manera que sugiera que el licenciante lo respalda a usted o a su uso.
- No comercial : no puede utilizar el material con fines comerciales .
- CompartirIgual — Si remezcla, transforma o construye sobre el material, debe distribuir sus contribuciones bajo la misma licencia que el original.
- Sin restricciones adicionales : no puede aplicar términos legales ni medidas tecnológicas que restrinjan legalmente a otros hacer algo que la licencia permite.












