Instructional Design, Active Learning, and Student Performance

Abstract

This research used a quasi-experimental design with two conditions to test the impact of active learning in the context of integrated instructional design. The control condition was a traditional approach to teaching an undergraduate strategy capstone class. The intervention condition was an undergraduate strategy capstone class that was designed based on Fink’s integrated instructional design principles and that incorporated an active learning element to teach students financial analysis. As part of the instructional design, the intervention representing active learning content was a set of financial trading room assignments. Though there were no differences in standardized test scores measuring total business knowledge, results showed a difference in student performance associated with financial knowledge between students who experienced the active learning intervention condition and students in the traditional control condition. Even when controlling for gender, major, and grade point average, the integrative instructional design using the trading room had an impact on student learning outcomes associated with financial knowledge.