PREDICT-OBSERVE-EXPLAIN: A PROMISING ACTIVE LEARNING PEDAGOGY FOR PROMOTING CONCEPTUAL UNDERSTANDING, SELF-EFFICACY, AND INTEREST IN GEOSCIENCE IN INTRODUCTORY GEOLOGY

2017 ◽  
Author(s):  
Bailey Zo Kreager ◽  
◽  
Nicole LaDue
Keyword(s):  
Active Learning ◽  
Conceptual Understanding ◽  
Self Efficacy ◽  
Introductory Geology

scholarly journals Active Learning via Problem-Based Collaborative Games in a Large Mathematics University Course in Hong Kong

2019 ◽  
Vol 9 (3) ◽  
pp. 172
Author(s):  
Fridolin Sze Thou Ting ◽  
Wai Hung Lam ◽  
Ronnie Homi Shroff
Keyword(s):  
Hong Kong ◽  
Active Learning ◽  
Collaborative Learning ◽  
Learning Outcomes ◽  
Conceptual Understanding ◽  
Positive Impact ◽  
Tertiary Education ◽  
Background Knowledge ◽  
Learning Platform ◽  
The Impact

Research has demonstrated the positive impact of active learning on students’ learning outcomes, particularly in science, technology, engineering and mathematics (STEM) fields. However, few studies have explored the impact of active learning via problem-based collaborative games in large mathematics classes in the context of Asian tertiary education. This study assesses the effects of active learning on students’ learning outcomes using class test scores and the calculus concept inventory (CCI) to test the conceptual understanding of the basic principles of differential calculus, in a first year calculus course in Hong Kong. Three hypotheses were tested to determine the effects of game-based collaborative learning on learning mathematics among students. Active learning through a problem-based collaborative learning methodology was employed, using Kahoot!, a game-based learning platform. Results supported all three hypotheses, demonstrating a statistically significant increase in students’ conceptual understanding and examination performance, based upon their individual perceptions of active engagement and time spent in active learning. Our results indicated that active learning “levels the playing field”, in the sense that students with less pre-requisite background knowledge, using a problem-based collaborative learning methodology, were relatively more inclined to catch up or even exceed the performance of students with a stronger prerequisite background knowledge, at the end of the course.

scholarly journals Effects of active learning methodologies on the students’ emotions, self-efficacy beliefs and learning outcomes in a science distance learning course

2019 ◽  
Vol 9 (2) ◽  
pp. 217 ◽  
Author(s):  
Jin Su Jeong ◽  
David González-Gómez ◽  
Florentina Cañada-Cañada ◽  
Alejandrina Gallego-Picó ◽  
Juan Carlos Bravo
Keyword(s):  
Distance Learning ◽  
Active Learning ◽  
Learning Outcomes ◽  
Self Efficacy ◽  
Positive Emotions ◽  
Positive Impact ◽  
Efficacy Beliefs ◽  
Learning Program ◽  
Brick And Mortar ◽  
Distance Learning Program

Distance education programs in higher education are gaining popularity mostly due to the flexibility of the formative programs to fit all the requirements that brick-and-mortar educational institutions are not able to provide to students. However, quite often these distance programs report feelings of isolation, lack of self-direction and management, and eventual decrease in motivation levels. Thus, the main aim of this research is to assess the effect of following an active learning methodology on the students’ emotions, self-efficacy beliefs and learning outcomes in the context of a distance learning program in an Atmospheric Pollution course. According to the results, the use of these methodologies not only had a significant promotion in the positive emotions and self-efficacy beliefs, but also positive impact in the students’ learning outcomes. The results obtained in this research demonstrate that following an appropriate learning methodology in a distance program could contribute to reduce the main handicaps of these programs.

scholarly journals Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning

2017 ◽  
Vol 16 (4) ◽  
pp. ar56 ◽  
Author(s):  
Cissy J. Ballen ◽  
Carl Wieman ◽  
Shima Salehi ◽  
Jeremy B. Searle ◽  
Kelly R. Zamudio
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Self Efficacy ◽  
Structural Equation ◽  
Equation Modeling ◽  
Underrepresented Minority ◽  
Social Belonging ◽  
And Mathematics ◽  
Undergraduate Science ◽  
Performance Gains

Efforts to retain underrepresented minority (URM) students in science, technology, engineering, and mathematics (STEM) have shown only limited success in higher education, due in part to a persistent achievement gap between students from historically underrepresented and well-represented backgrounds. To test the hypothesis that active learning disproportionately benefits URM students, we quantified the effects of traditional versus active learning on student academic performance, science self-efficacy, and sense of social belonging in a large (more than 250 students) introductory STEM course. A transition to active learning closed the gap in learning gains between non-URM and URM students and led to an increase in science self-efficacy for all students. Sense of social belonging also increased significantly with active learning, but only for non-URM students. Through structural equation modeling, we demonstrate that, for URM students, the increase in self-efficacy mediated the positive effect of active-learning pedagogy on two metrics of student performance. Our results add to a growing body of research that supports varied and inclusive teaching as one pathway to a diversified STEM workforce.

Assessment and Active Learning Strategies for Introductory Geology Courses

2003 ◽  
Vol 51 (2) ◽  
pp. 205-216 ◽  
Author(s):  
David A. McConnell ◽  
David N. Steer ◽  
Kathie D. Owens
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Active Learning Strategies ◽  
Introductory Geology

scholarly journals The Importance of Various Indicators of Active Learning on the Enhancement of Saudi Students’ Motivation and English Achievement: An Experimental Study

2020 ◽  
Vol 9 (1) ◽  
pp. 40
Author(s):  
Oqab Alrashidi
Keyword(s):  
Experimental Study ◽  
Active Learning ◽  
Situated Learning ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Task Value ◽  
Feedback Group ◽  
Saudi Students ◽  
English Achievement ◽  
The Impact

This experimental study sought to examine the impact of four indicators of active learning (i.e., elaborated feedback, group work, situated learning, and videos and pictures in classroom instruction) on the enhancement of Saudi students’ various motivational constructs (i.e., self-efficacy, task value, and effort expenditure) and English achievement. Participants were 289 university students, and the data were collected at three time points: Time 1 (before the intervention), Time 2 (in the middle of the intervention), and Time 3 (after the intervention). The findings of repeated measures ANOVA and follow-up t-tests revealed that the intervention had small impacts on all the variables at Time 2 (in the middle of the intervention). However, at Time 3 (after the intervention), the intervention had small impacts on effort expenditure and task value, a moderate impact on academic achievement, and a large impact on self-efficacy. In general, the evidence obtained provides important implications for educational practices and further research development.

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