Exploring the Impact of Teachers’ Pedagogical Competence on Students’ Learning Outcomes in Activity-Based Mathematics Classrooms: A Systematic Review

Activity-based learning (ABL), as a student-centered approach, has gained significant attention for improving student achievement in mathematics worldwide. However, its practical use in different mathematics classrooms remains less explored. This review examines empirical evidence on how teachers’ pedagogical skills affect students’ learning outcomes in mathematics classrooms. A systematic literature review was conducted, focusing on peer-reviewed original studies published in academic journals. Two prominent databases, Scopus and Web of Science (WOS), were used to investigate various aspects of ABL, including teachers’ ability to effectively implement ABL, challenges they face, its impact on students’ math learning outcomes, and how ABL influences students’ understanding, engagement, and academic achievement. The findings highlight that teachers’ pedagogical skills are crucial for successful ABL implementation in middle and high school mathematics classes. Additionally, effective ABL use depends on several other factors, such as teachers’ professional development and training, available resources, infrastructure, technological tools, school culture, curriculum, and leadership. The results suggest that ABL has the potential to improve students’ learning, engagement, and academic performance in mathematics when implemented effectively. The study recommends that educators, school leaders, and policymakers consider local conditions and professional factors when adopting ABL strategies.