Do Active Learning Approaches in Recitation Sections Improve Student Performance? A Case Study from an Introductory Mechanics Course

This case study describes the ‘semi-flipped' redesign of an undergraduate Introductory Management Accounting module with a large cohort, using a newly refurbished ‘collaborative lecture theatre' at a large English research-intensive university. The chapter outlines the affordances of the collaborative lecture theatre and explains how these were used to promote the active application of theories and techniques in small groups during redesigned lecture sessions. The case considers the approach, design, practice, and space, and includes pedagogies readily transferable to other disciplines. The chapter considers the evaluation of the collaborative lecture theatre and the module redesign from staff and student perspectives. It identifies current challenges relating to the topic in the institutional context and concludes with recommendations and solutions for other institutions wishing to reconfigure spaces to promote active learning approaches.

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Does Active Learning Improve Student Performance? Results of a Quantity Theory Game

SSRN Electronic Journal ◽

10.2139/ssrn.951244 ◽

2006 ◽

Author(s):

Philip Holleran ◽

Barbara J. Taylor ◽

George D. Santopietro

Keyword(s):

Active Learning ◽

Student Performance ◽

Quantity Theory ◽

Improve Student Performance ◽

Performance Results

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IMPROVEMENT OF FOUNDATION STUDENT PERFORMANCE IN BIOLOGY THROUGH INTENSIVE STATION BASED LEARNING APPROACH

International Journal of Education, Psychology and Counseling ◽

10.35631//ijepc.5360013 ◽

2020 ◽

Vol 5 (36) ◽

pp. 168-181

Author(s):

Siti Nor Ani Azaman ◽

Ezyana Kamal Bahrin ◽

Nor Hafizah Ahmad Kamarudin ◽

Marina Mohd Top @ Mohd Tah ◽

Nadiatul Hafiza Hassan ◽

...

Keyword(s):

Active Learning ◽

Student Performance ◽

Small Groups ◽

Learning Approach ◽

Traditional Teaching ◽

Teaching Approaches ◽

Large Classes ◽

Short Period ◽

Improve Student Performance ◽

Group Members

A growing revolution is underway in teaching introductory science to foundation studies. Recent educational research explains that traditional teaching approaches in large classes often fail to reach many students. To address this problem, we conducted an intensive station rotation-based workshop called “Bio Made Easy” for a group of students who obtained F grade in the first Biology assessment, N = 120. The workshop was designed to improve students’ understanding of selected Biology topics by providing simple examples, analogy, and explanation of the concept using various active and interactive approaches. The goal was to change the students’ perception of biology and deliver the content within a short period of time. The students were divided into small groups and required to complete all stations conducted by different instructors. For each station, students were directed to perform activities that required them to actively participate, interact, and discuss among the group members. A comparison was made between their performance during the first test and the second test of the semester. From F grade in the first test, about 88.3% of the students accomplished higher performance grades in the test 2 assessment. This reflects an encouraging sign that active-learning practice and direct engagement of students in the station rotation-based learning approach improve student performance in biology subjects and serve as one of the strategies to motivate students for better grades.

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Analyzing effectiveness of active learning through project-based learning approach in university level ICT courses

Journal of Engineering Issues and Solutions ◽

10.3126/joeis.v1i1.36819 ◽

2021 ◽

Vol 1 (1) ◽

pp. 59-69

Author(s):

Dhiraj Shrestha ◽

Satyendra Nath Lohani ◽

Roshan Manjushree Adhikari

Keyword(s):

Active Learning ◽

Teaching And Learning ◽

Real Life ◽

Project Based Learning ◽

Learning Approaches ◽

Engineering Project ◽

Science And Engineering ◽

University Level ◽

Teaching Learning

The concept of Active Learning (AL), which has journeyed through multiple research studies over the years, is an important part of the teaching learning process at academic institutions. The present study applies active learning via project-based approaches where students engage in real life projects and solve associated complications with their research, communication, and technical skills. As a case study of effectiveness of project-based learning (PBL), especially in engineering project contexts, the present research is conducted among students studying computer science and engineering at Kathmandu University (KU), Nepal. The key findings of the study suggest that PBL assignments have helped students in their active learning processes. This paper also compares teaching and learning approaches of KU with other IT institutions of Nepal.

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TOWARD A FULL(ER) IMPLEMENTATION OF ACTIVE LEARNING

STATISTICS EDUCATION RESEARCH JOURNAL ◽

10.52041/serj.v18i1.150 ◽

2019 ◽

Vol 18 (1) ◽

pp. 63-82

Author(s):

JEREMY F. STRAYER ◽

NATASHA E. GERSTENSCHLAGER ◽

LISA B. GREEN ◽

NANCY MCCORMICK ◽

SCOTT MCDANIEL ◽

...

Keyword(s):

Active Learning ◽

Statistics Education ◽

Explanatory Power ◽

Learning Approaches ◽

Case Study Methodology ◽

Research Journal ◽

Education Community ◽

Study Methodology ◽

Embedded Case Study

Many university statistics instructors are interested in teaching with active-learning approaches in their classrooms. In this article, we attend to active learning in three ways. First, we review how the statistics education community has addressed issues surrounding active learning implementation to date. Second, we describe how our project used design experiment methodology to create active-learning materials. Finally, using embedded case study methodology, we report on factors that impacted the extent to which statistics instructors facilitated active learning using our project’s materials. We describe properties of classroom interactions that led to full implementation of active learning and show how the unifying theme of relinquishing mathematical and statistical authority had explanatory power to inform ways instructors might effectively implement active learning. First published May 2019 at Statistics Education Research Journal Archives

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A combination of active learning strategies improves student academic outcomes in first-year paramedic bioscience

AJP Advances in Physiology Education ◽

10.1152/advan.00199.2018 ◽

2019 ◽

Vol 43 (2) ◽

pp. 233-240 ◽

Cited By ~ 4

Author(s):

Puspha Sinnayah ◽

Joseph A. Rathner ◽

Daniel Loton ◽

Rudi Klein ◽

Peter Hartley

Keyword(s):

Active Learning ◽

Student Performance ◽

Learning Strategies ◽

Inquiry Learning ◽

First Year ◽

Learning Approaches ◽

Guided Inquiry ◽

Active Learning Strategies ◽

Assessment Outcomes ◽

Small Team

Bioscience is a foundational unit (subject) of undergraduate allied health degree programs, providing students the scientific basis underpinning their clinical practice. However, despite its significance, bioscience is a difficult academic hurdle for many students to master. The introduction of active learning strategies, including small team-based guided-inquiry learning approaches, has been shown to significantly reduce this hurdle and improve assessment outcomes for the learner. Guided team-based activities can aid in this approach by also building broader skills and capabilities, like teamwork and communication, as well as subject-specific knowledge and skills, thereby positively influencing student assessment outcomes. This paper details the redesign and evaluation of two first-year Bioscience for Paramedics units with the introduction of guided-inquiry learning, as well as other active learning strategies, and assesses their impact on student performance. Results indicate that active learning used within a classroom and in the large lecture theater setting improved students’ grades with positive student perception of their learning experience.

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