Abstract:

First-year college students often face challenges transitioning from high school to college-level mathematics, particularly in developing conceptual understanding and confidence. This proposal examines the impact of active learning strategies on improving mathematical comprehension, engagement, and retention among these students. Active learning methods including collaborative problem-solving, interactive discussions, and hands-on activities—are implemented to promote critical thinking and student-centered learning. Qualitative data are being collected through classroom observations, student interviews, and instructor feedback to assess the influence of these strategies on student motivation and understanding. Preliminary findings indicate that students engaged in real-world, collaborative problem-solving report higher confidence and deeper conceptual understanding compared to those in traditional lecture-based settings. Ongoing analysis will further explore how adapting active learning approaches to the diverse needs of first-year students can better bridge the gap between high school and college mathematics. The study will also incorporate performance metrics such as assessment results, course grades, and retention rates to evaluate the effectiveness of these methods. The outcomes of this proposal aim to inform evidence-based instructional practices that foster engaging, and effective mathematics learning environments.

Keywords:

Active learning, qualitative, engagement.