From Communication Practices to Academic Success: The Multilayered Impact of Active Learning Practices

Abstract

This study aims to examine students’ perceptions of active learning methods in higher education. A quantitative research design was employed, and data were collected through a questionnaire administered to 224 university students who participated on a voluntary basis. The questionnaire included items related to demographic characteristics as well as students’ experiences with active learning, their academic performance, and perceived effects on everyday learning practices. Descriptive statistical methods were used to analyze the data. The findings indicate that the majority of students perceive active learning methods positively and associate them with academic achievement, motivation, and communication skills. Practices such as group work, discussions, and problem-solving activities were evaluated by students as elements that enhance participation in the learning process. However, some participants reported challenges related to time management, group dynamics, and limited opportunities for practical application. In addition, the need for more time and structured planning during the implementation of active learning activities was highlighted as a factor that may hinder adaptation for some students. Furthermore, participants pointed out that insufficient technological infrastructure and instructors’ continued reliance on traditional teaching methods may negatively affect the effectiveness of active learning practices. Overall, while active learning methods are perceived as supportive of students’ academic and personal development, the findings suggest that addressing structural and pedagogical limitations is necessary to enhance their effective implementation in higher education contexts.