Are students’ impressions of improved learning through active learning methods reflected by improved test scores?

2013 ◽  
Vol 33 (2) ◽  
pp. 148-151 ◽  
Author(s):  
Marcee C. Everly
Keyword(s):  
Active Learning ◽  
Test Scores ◽  
Learning Methods ◽  
Improved Learning

Interactive laboratory classes enhance neurophysiological knowledge in Thai medical students

2018 ◽  
Vol 42 (1) ◽  
pp. 140-145 ◽  
Author(s):  
Nicha Wongjarupong ◽  
Danai Niyomnaitham ◽  
Pitchamol Vilaisaktipakorn ◽  
Tanawin Suksiriworaboot ◽  
Shaun Peter Qureshi ◽  
...  
Keyword(s):  
Medical Students ◽  
Active Learning ◽  
Test Scores ◽  
Repeated Measures ◽  
Cultural Context ◽  
High Performance ◽  
Teaching Method ◽  
Learning Methods ◽  
Laboratory Findings ◽  
High Level

Interactive laboratory class (ILC) is a two-way communication teaching method that encourages students to correlate laboratory findings with materials from lectures. In Thai medical education, active learning methods are uncommon. This paper aims to establish 1) if ILCs would effectively promote physiology learning; 2) if effectiveness would be found in both previously academically high-performing and low-performing students; and 3) the acceptability of ILCs to Thai medical students as a novel learning method. Two hundred seventy-eight second-year medical students were recruited to this study. We conducted three ILC sessions, which followed corresponding lectures. We carried out multiple-choice pre- and post-ILC assessments of knowledge and compared by repeated-measures ANOVA and unpaired t-test. Subgroup analysis was performed to compare high-performance (HighP) and low-performance (LowP) students. After the ILCs, participants self-rated their knowledge and satisfaction. Post-ILC test scores increased significantly compared with pre-ILC test scores in all three sessions. Mean scores of each post-ILC test increased significantly from pre-ILC test in both LowP and HighP groups. More students self-reported a “very high” and “high” level of knowledge after ILCs. Most students agreed that ILCs provided more discussion opportunity, motivated their learning, and made lessons more enjoyable. As an adjunct to lectures, ILCs can enhance knowledge in medical students, regardless of previous academic performance. Students perceived ILC as useful and acceptable. This study supports the active learning methods in physiology education, regardless of cultural context.

Active Learning, Cooperative Active Learning, and Passive Learning Methods in an Accounting Information Systems Course

2015 ◽  
Vol 32 (2) ◽  
pp. 1-16 ◽  
Author(s):  
Jennifer Riley ◽  
Kerry Ward
Keyword(s):  
Information Systems ◽  
Active Learning ◽  
Student Performance ◽  
Accounting Information ◽  
Data Availability ◽  
Exam Performance ◽  
Learning Methods ◽  
Accounting Information Systems ◽  
Passive Learning ◽  
Learning Conditions

ABSTRACT We report the results of a study to examine the effectiveness of active versus passive learning methods in the accounting information systems area. Two groups of students completed an assignment under two active learning conditions (individual and cooperative), while a third group covered the same topic in a passive lecture. Our findings indicate support for active learning, measured through student performance on exam questions and student feedback on a questionnaire. However, compared to passive learners, we find significantly improved exam performance only for students who work individually in an active environment. Students in the cooperative active environment posted exam scores that were not statistically different from passive participants' scores. Students in both individual and cooperative active environments reported positive feedback on satisfaction, perceived learning, and effectiveness of the method. We conclude that active learning enhances student outcomes, particularly for those who work individually. Data Availability: Data are available upon request.

On active learning methods for manifold data

Test ◽  
2020 ◽  
Vol 29 (1) ◽  
pp. 1-33
Author(s):  
Hang Li ◽  
Enrique Del Castillo ◽  
George Runger
Keyword(s):  
Active Learning ◽  
Learning Methods

scholarly journals The Level of History Teachers’ Use Active Learning Methods and Technics

2017 ◽  
Vol 10 (12) ◽  
pp. 140
Author(s):  
Sefa YILDIRIM ◽  
Ozkan AKMAN ◽  
Bulent ALAGOZ
Keyword(s):  
Active Learning ◽  
Developed Countries ◽  
Learning Methods ◽  
History Teachers ◽  
Classical Education ◽  
Several Variables ◽  
Kurt Lewin ◽  
The Developed Countries ◽  
New Education ◽  
Made In

An experience theory is required if the education is to be wisely carried out (John Dewey). Education is a discipline that saves lives if it is qualified, but loss of which could not be made up throughout generations if it is not qualified. The roots of society are based on the education, and educated masses and civilizations could either move into the future or could fall behind in the race of becoming civilized. The classical education notion which stays on the level of theory and is carried out, centering the teacher is being left by the developed countries and replaced with the education notion which centers the student and structures information by benefiting from experiences, thus aims to lead civilization race with citizens knowing the ways to reach the information and aware of their duties and responsibilities. While Kurt Lewin says nothing is as practical as a good theory, he also catches attention to the new education notion centering student that has changed and is changing. In this scope, the aim of this study is analyze how often active learning methods are used by history teachers through several variables. In the light of the data, after analysis results and explanations made in accordance with these results are written, the study is concluded with suggestions

Sign in / Sign up

Export Citation Format

Share Document