International Journal of Innovative Technology and Exploring Engineering (IJITEE) ISSN: 2278-3075, Volume-10 Issue-1, November 2020 87 Published By: Blue Eyes Intelligence Engineering and Sciences Publication Retrieval Number: 100.1/ijitee.A81191110120 DOI: 10.35940/ijitee.A8119.1110120 Abstract: The competitive educational environment and globalization promote the adoption of multiple strategies that instill effective learning. Embracing different learning strategies helps keep the students focused and engaged. Not only this, but it also helps to evaluate the grey areas in their learning. The active learning improves student’s engagement and helps develop a conducive learning environment. Given this, the study investigates the effectiveness of active learning in computer science (CS) students. Primarily, it illustrates the active learning multi-strategies and how they positively contribute to the learning environment. A cross sectional design is used following a quantitative approach. The data is gathered from 74 students through a survey using a close-ended questionnaire. These students were enrolled in two different semesters, which was then statistically analyzed. Results showed that self-study improved the students learning outcomes by 77% for first semester students and by 78% for second-semester students. Effectiveness of peer review was 72% and 70%, while for clickers, it was 62% and 63%, respectively. The use of multi-strategies is instrumental in improving students learning. Such as, it helps increase learners’ knowledge, confidence, and constructive interaction in the classroom setting. Keywords: Active Learning, Clickers, Education, Flipped Classroom, Programming Course, Role Play. I. INTRODUCTION Pedagogically, learning preferences and techniques incorporated vary for every individual [1]. Even though the same curriculum is followed in the classrooms, teachers are required to induce innovative strategies for meeting the diverse need of the students [2]. This need has given rise to a new concept known as active learning. Active learning emphasis teachers to eradicate the use of conventional teaching practices and adopt contemporary teaching techniques necessary for teaching the students of generation Z [3]. According to Fletcher [4], leaning dynamics have changed, which requires teachers to integrate and synergize innovative teaching strategies, which adds to the competitiveness of the students. This also works in the multicultural environment that persists across the learning institutes. Previous studies have shown that active learning strategies improve students‟ learning outcomes and knowledge retention [5,3]. Another study by Freeman et al. [3] observed that by inducing the classroom curriculum with active learning strategies, the test score of the students was high in contrast to the students who were taught using traditional approaches. [6] demonstrates that 75% of the students demonstrate better results through increased participation in using active learning strategies. The recent statistics indicate that learners that have taken up active learning approaches have managed to increase their exam scores and decreased the failed tests for active learning [7]. Revised Manuscript Received on November 01, 2020. * Correspondence Author Ibtehal Nafea*, Computer Science Department, College of Computer Science and Engineering, Taibah University. Email: inafea@taibahu.edu.sa [8] states that independent learning improves student‟s self-confidence, which eventually progresses their academic performance. [9] adds that improved participation in active learning have postulated innovative activities and created a conducive learning environment. Furthermore, active learning also assists in overcoming challenges such as identification of the knowledge gap among the learners, the difficulties they face, and the methods that can be deployed for overcoming it. Computer science is a stream that explores how to utilize computers for solving real-world issues. Thereby, it is important for creating an active learning environment for enhancing comprehension and retention of material for students, allowing students for taking control and regulating their own learning, and consequently empowering them with essential skills for solving issues outside of the classroom. Studies have also indicated that active learning is particularly effective for computer science students who have tendency to be intuitive or visual learners. It is essential for continuing to own inquiry as computer science instructors on whom individual process information and correspondingly learn explicitly and authentic approach for achieving the objective to keep students involved in an active learning environment. How can individuals effectively utilize adequate and functional dynamic instructional technologies for addressing this objective of applied understanding? Will spending significant energy and time attending to an active learning environment address this query? What is the level of autonomy and independence which students can be offered for stimulating an empowering and active learning experience? This study seeks for providing an explanation of the existing state of active learning research by examining the utilization and justification of the idea of active learning research and the measurement approaches of learning findings in active learning research. This paper is contextualized in computer science education as teaching in this discipline and information technology related subjects have conventionally been more instructor-focused and content-oriented as compared to student-centered. On the contrary, computer science education has witnessed a progressively growing interest towards active learning and produced stimulating outcomes on the efficacy of active learning in published studies. Thereby, in this specific context, taking a look at the phenomenon of active learning is further beneficial due to its high value to the overall higher education. The extent of research examined in this study intends to expand understanding of the researchers of the existing state of knowledge regarding the methodological examination and conceptual use of active learning and for providing methodological and theoretical directions for future research. Active Learning Multi-Strategies Ibtehal Nafea