Impact of active methodologies on academic performance in primary education

Abstract

In recent decades, educational systems have undergone transformations aimed at improving the quality of learning, particularly in primary education, which has driven the adoption of active methodologies that position the student as the central participant in the educational process, fostering autonomy, critical thinking, and meaningful knowledge construction. Strategies such as project-based learning, collaborative learning, and the flipped classroom have established themselves as innovative tools to address the challenges of a changing and globalised society. The systematic literature review conducted enables an examination of how these methodologies affect students’ academic performance, integrating both national and international evidence while ensuring a rigorous analysis through reference management in Mendeley and the representation of the process using a PRISMA flow diagram. The findings indicate that active methodologies significantly enhance participation, motivation, and content comprehension, as well as the development of cognitive and socio-emotional competencies, including problem-solving, communication, teamwork, and critical thinking. These strategies allow students to adapt more effectively to the school environment, face academic challenges, and strengthen skills that extend beyond the classroom, demonstrating that the integration of active methodologies constitutes a key element for pedagogical innovation and the reinforcement of holistic learning in primary education.