A Large‑Scale Pre–Post Study for Multi‑Component Active Learning Model

Abstract

This study evaluates the effectiveness of a multi-component active learning approach using a pre-test/post-test design. The evaluation was conducted on first-year students to enhance their academic performance in a foundational mathematics course. Experience integrates task-based learning, inquiry-oriented activities, peer instruction, and continuous formative assessment. Each technique was used to address a specific learning goal. The learning was assessed using a Mathematics Competency Test (MCT). The results indicate moderate-to-high normalized gains and a high effect size. In addition, post-test scores and final course outcomes have a strong correlation between them. Which supports the validity of the assessment approach. These findings support the proposed multi-component active learning models, as an effective way to scale up educational.