Enhancing student achievement through the reading aloud learning strategy

Abstract

Active learning strategies offer valuable contributions to instructional approaches by creating dynamic and engaging classroom environments. This study aimed to evaluate the effectiveness of the reading aloud strategy in enhancing students’ academic achievement. Employing a classroom action research design within a quantitative framework, the research focused on identifying and addressing instructional challenges through systematic intervention. The study followed the established cycle of planning, action, observation, and reflection, conducted over two consecutive stages in a secondary school setting. Findings revealed that the reading aloud strategy significantly improved students’ academic outcomes by fostering increased engagement, fluency, and enthusiasm. Students demonstrated greater activeness and responsiveness during lessons, contributing to a more vibrant and productive learning atmosphere. These results suggest that reading aloud not only supports cognitive development but also enhances classroom dynamics, making it a valuable component of active learning implementation. The study offers practical implications for educators seeking to apply active learning techniques to improve learner outcomes.

Keywords: Academic achievement; active learning; classroom engagement; reading aloud; teaching strategy