Student assessment of active learning assignments in an apparel production course

Abstract

ABSTRACT This study investigated students’ overall perceptions of assignments in an active learning class based on their learning style, course engagement, understanding of content, industry relevance, collaborative learning, and value of the assignments. A total of six terms were surveyed, with a total of 250 participants. Students agreed that the assignments helped them learn industry terminology, increased their skill sets, were engaging, and prepared them for entering the job market. Group assignments aided in understanding content in more depth and developing critical thinking skills and problem-solving.