The impact of active methodologies in the classroom on academic achievement: A systematic literature review using the PRISMA protocol

Abstract

This study examines the impact of active methodologies on academic performance, assessing their potential to enhance educational success. It analyses the effects of Service-Learning, Cooperative Learning, Inquiry-Based Learning, Problem-Based Learning, Project-Based Learning, Gamification, Flipped Classroom, Discovery Learning, and Experiential Learning on academic achievement and students’ holistic development. A systematic literature review was carried out following PRISMA guidelines, identifying 774 records in Scopus, ERIC, WoS, Google Scholar, Dialnet, and Redalyc. Thirty-six articles were selected and published between 2018 and 2024, with empirical evidence in Spanish or English. The findings highlighted that the Flipped Classroom predominates in Social Sciences at the university level, whereas Cooperative Learning prevailed in Natural Sciences, particularly in Primary and Secondary education. Approaches such as Problem-Based Learning, Gamification, Cooperative Learning, Flipped Classroom, Project-Based Learning, and Inquiry-Based Learning demonstrated positive correlations with academic achievement, learner motivation, and student satisfaction, outperforming traditional methods. These methodologies promote academic outcomes and hold great potential to enrich the educational process. However, their effectiveness depends on teacher training, digital integration, and pedagogical adaptability. Further longitudinal research, rigorous experimental designs, and sustained professional development are recommended to optimise implementation and maximise impact.