Active Learning in Economic Subject: A Case Study at Secondary School

Abstract

This study aims to investigate the impact of active learning in the economics subject in Perak secondary school on students’ achievement, motivation, interest, and social interaction. This study applies a quasi-experimental research design, which involves the control and the treatment groups with thirty and thirty-four participants, respectively. The active learning materials for the treatment group were based on active learning methods provided by the Ministry of Education with support from structured lesson plans namely: simulations, discussions, brainstorming, case studies, and visits in the school’s compound. A questionnaire is also used to measure students’ motivation, interest and social interaction before and after the intervention. The results showed that students who had experienced active learning activities score higher than their counterparts significantly for topic 1 and 2. Besides, findings show that they were motivated and interested in learning economics through active learning compared to the traditional approach. However, the researchers find that the social interaction element is not as significant as the others. It has been concluded that the active learning method attracts student’s interest and motivation in the economic subject and subsequently improves their achievement. Students also will get benefit from the varieties of teaching method with a focus of learning outcomes to enrich student-learning activities.

Theoanthropocentric: Learning Strategies for Improving Students’ Conceptual Understanding

“…Students will understand the concept and information they obtained during learning easier when the learning process is related to their environment (Ismail, Awang, Pyng & Abdullah, 2020). Based on these findings, teachers could integrate students' experiences throughout the learning process to increase their conceptual understanding.…”

Active Learning Pedagogy for Enriching Economics Students’ Higher Order Thinking Skills

“…The predominant use of a teacher-centered approach in Economics teaching is noted by Ismail et al (2020), who state that Economics largely follows traditional methods such as lectures and is more teacher-centered. A similar observation is made by Asarta et al (2021), who argue that Economics teaching is predominantly through lecturing and writing on the chalkboard.…”

“…This argument relates to the challenge that Economics teachers often encounter when trying to teach the subject such that students understand the fundamental economic phenomena, the relevant economic concepts, and their application in everyday life. The contention by Ismail et al (2020) that learning not only requires a mere absorption of information into the students' minds but also needs the active involvement of their minds and actions provides further motivation for adopting alternative pedagogic methods in Economics teaching. Similarly, Ancho and Serbo (2019) argue that teaching Economics should not be viewed as a mere transmission or lecturing of knowledge about economic facts, concepts, and theories, but should be based on previous knowledge.…”

“…Joshi and Marri (2006) note that there is general agreement in social studies and Economics education for theorising and testing active learning pedagogies, which in Economics education include simulations, experiments, interactive computer exercises, and various kinds of games, among others. Furthermore, Ismail et al (2020) note that using multiple active learning techniques, for example, games and role-play methods in Economics teaching, can develop the student's analytical skills which will further enable them to apply economic theory using information and data supplied by the teacher. This is the opposite of a learning environment in which students memorise and regurgitate economic concepts precisely from the teacher's explanation.…”

“…The use of games technique in Economics teaching can improve students' understanding of economic concepts that are too abstract to comprehend by simply listening to a lecture. Similarly, role-playing enhances students' interest in the subject and prevents boredom and sleepiness in class (Ismail et al, 2020).…”