Active and Inquiry-Based Learning to Improve Mathematics Achievement and Problem-Solving in High School

Background and Aim: Developing 21st-century skills such as critical thinking, problem-solving, and collaboration has become a priority in education. Active learning and inquiry-based learning are recognized as effective strategies for promoting these skills. This study examines their impact on senior high school students' mathematics achievement and problem-solving abilities. Materials and Methods: A quasi-experimental design was conducted with 30 first-year students in Zhaotong, Yunnan Province, China. Over 15 lessons, active and inquiry-based strategies were integrated into mathematics instruction. Pre- and post-tests assessed academic achievement and problem-solving, and paired-sample t-tests with effect size analysis were used to evaluate the effectiveness of the intervention. Results: The findings revealed significant gains in both mathematics achievement (Cohen’s d = 1.39) and problem-solving ability (Cohen’s d = 1.37). Additionally, a strong positive correlation was found between students' academic performance and problem-solving skills (r = 0.68). Conclusion: This study adds empirical support for integrating active and inquiry-based learning into high school mathematics instruction. It provides evidence that these strategies enhance students’ mastery of mathematical concepts and foster broader cognitive skills, contributing to the development of key competencies essential for academic success.