The effect of active learning on student characteristics in a human physiology course for nonmajors.
This study investigated the effect of active-learning strategies on college students' achievement, motivation, and self-efficacy in a human physiology course for nonmajors. Variables were studied via a quasi-experimental, Solomon four-group design on 141 students at a small west-Texas university. Treatment groups were taught using a continuum-based, active-learning model implemented over the course of a semester. Control groups were taught using traditional didactic lecture methods. To assess the effects of the continuum-based active learning strategies, students were administered a comprehensive physiology content exam, the Motivated Strategies for Learning Questionnaire, and attitude surveys. Factorial analyses indicated that the treatment groups acquired significantly more content knowledge and were significantly more self-efficacious than students in the control groups. There were no significant differences in motivation. Attitude surveys indicated that students in both the treatment and control groups demonstrated a positive attitude toward active learning, believed it helped (or would help) them to learn the material, and would choose an active learning course in the future.
Wilke
R Russell
RR
Biology Department, Angelo State University, ASU Station, San Angelo, Texas 76909, USA.
D000328:Adult; D000339:Affect; D001290:Attitude; D003625:Data Collection; D004521:Educational Measurement; D004522:Educational Status; D005260:Female; D006801:Humans; D008297:Male; D010827:Physiology / Q000193:education*; D018794:Problem-Based Learning; D012647:Self-Assessment; D013334:Students / Q000523:psychology*