The Relationship of Active Learning with Motivation Beliefs and Educational Performance of High School Students

The aim of this study was to investigate the relationship between active learning and motivational beliefs and educational performance among high school students. To this end, 379 high school students (male and female) were selected through multistage cluster sampling. Active learning questionnaire and Motivated Strategies for Learning Questionnaire (MSLQ) of Pintrich and De Groot were used to collect the data. The reliability of both questionnaires was identified using Cronbach Alpha coefficient. Exploratory factor analysis was run to check the validity of active learning questionnaire and confirmatory factor analysis was used for validating the MSLQ. The analysis of data was conducted using correlation and multiple regression methods. The results indicated that there was a significant relationship between the implementation of active learning and educational performance. Significant relationship was also found between implementing active learning with self-efficacy and internal evaluation. The results of multiple regression analysis revealed that only self-efficacy variables, activity, facility, and test stress among all other factors of active learning and motivational beliefs can predict the educational performance of the students positively and significantly. Among these variables, self- efficacy was the strongest predictor of the students' educational performance.