The effect of activity-based teaching of the triangle topic on students' academic achievement

This study aims to evaluate the effect of an activity-based and student-centered teaching approach on middle school students' academic achievement and their observable behaviors during the learning process in the topic of triangles. The lessons were supported by hands-on activities, especially paper folding and cutting tasks. The study examined how these materials influenced students' academic performance, class participation, attention, following directions, and cooperation. The research is based on constructivist learning theory and emphasizes the importance of active student involvement in learning. A mixed-method design was used, following an embedded model. Quantitative data were collected through a quasi-experimental pre-test and post-test process, while qualitative data were gathered through structured observation forms. The participants were 16 students from a private Montessori school in the Czech Republic, where the researcher is currently working. The students were divided into two equal groups (8 experimental, 8 control) based on similar academic levels. The experimental group learned about triangle topics—such as altitude, median, and angle bisector—through paper folding and cutting activities. The control group was taught the same topics using traditional methods. The results showed that students in the experimental group had significantly higher academic achievement compared to the control group. In addition, their classroom behaviors improved during the process. Observations revealed that students in the experimental group were more engaged in the lessons, followed instructions carefully, worked well with others, and showed more interest and focus. These findings suggest that using hands-on materials helps students understand geometric concepts better and makes them more active in class. In conclusion, the use of paper folding and cutting activities within an activity-based and student-centered approach positively affected students' academic success and learning behaviors. These results support the idea that interactive and practical learning environments can improve both understanding and student motivation in mathematics education.