Active Learning Strategies and Student Attitude Towards Mathematics in Government Secondary Schools in Ruhaama County, Ntungamo District

Abstract

The study aimed to examine the relationship between active learning strategies and students’ attitudes toward mathematics in government secondary schools in Ruhaama County. Specifically, the study aimed to identify the most commonly used active learning strategies in mathematics, analyse how students’ attitudes differ by gender in mathematics, and establish the relationship between active learning strategies and students' attitudes toward mathematics. The study adopted a descriptive survey research design. A sample of 196 Senior Four (S.4) was selected through stratified random sampling, while all 12 teachers were purposively selected, with 10 participating. Questionnaires were administered to students, while semi-structured interviews were conducted with teachers. Data analysis was performed using SPSS version 25, generating descriptive statistics and inferential analysis. Findings revealed that the most commonly used strategies were group discussions (mean = 4.32), real-life examples (mean = 3.81), and peer teaching (mean = 3.67). The study concludes that active learning strategies significantly enhance students’ attitudes toward mathematics and help bridge gender disparities in classroom engagement. It is recommended that schools promote the consistent use of strategies like group work, problem- solving, and peer teaching. Additionally, teachers should be supported with training and resources to effectively implement these approaches.