Effectiveness of Active Teacher-Centered Pedagogies on Adolescent Engagement and Behavior

This study addresses persistent declines in adolescent classroom engagement and rising disruptive behaviors by evaluating a combined intervention. The purpose was to assess the effectiveness of a 10-week program integrating teacher professional development in active/experiential pedagogies (PBL/5E) with structured relational supports. Using a mixed-methods, cluster quasi-experimental design across four secondary schools (?200 students per arm), we collected quantitative data on disruptive behavior and multidimensional academic engagement, alongside qualitative data from teacher focus groups and classroom observations. Findings indicate a statistically significant reduction in disruptive behavior (d ? 0.35) and small-to-moderate increases in behavioral, cognitive, and affective engagement (d = 0.32–0.40) in intervention classrooms. Mediation analysis suggests these effects were driven by enhanced teacher autonomy support and increased student psychological-need satisfaction. If confirmed, these findings demonstrate a scalable, theory-driven model linking pedagogical and relational supports to improved adolescent outcomes, offering critical insights for teacher training, school practice, and educational policy.