Class Size Research Articles

High Impact Teaching Practices in Introduction to Exercise Science Courses

High impact practices (HIP) are evidence-based teaching and learning tools which improve learning and student engagement. The objective of this study was to investigate the use of HIP in undergraduate introduction to exercise science classes. The student experience in introductory major courses can impact their persistence and success in the discipline, thus the use of HIP in these courses can be formative. It was hypothesized that the number of HIP used would differ based on institution type, instructor type, and class size. It was also hypothesized that collaboration would be the most frequently used HIP due to ease of implementation in the classroom. Faculty were electronically surveyed about the type and number of HIP used in their introductory course and information relative to instructor status and class size. The sample included 182 courses. Institution types were classified as either four-year public institutions ( n = 68), four-year private institutions ( n = 97), or community colleges ( n = 17). The most common instructor type was tenured/tenure-track ( n = 100), followed by full time term ( n = 39), adjunct ( n = 2), and different instructor types teaching the class ( n = 41). Class sizes were grouped in the following categories: 0-25 students ( n = 84), 26-50 ( n = 71), 51-75 ( n = 11), 76-100 ( n = 3), 101+ ( n = 13). Instructors reported an average of 1.3 + 1.2 HIP were used in the courses. There was a significant difference between the number of HIP used and institution type (F (2, 41.73) = 3.98, p = 0.026). Instructors at four-year public (1.03 + 0.98; p = <0.001) and four-year private (1.26 + 1.14; p = 0.005) institutions reported incorporating significantly fewer HIP than instructors at community colleges (2.12 + 1.58). There was no significant difference between number of HIP used and instructor type (F (3, 5.106) = 2.56, p = 0.166). There was a significant difference between number of HIP used and students per section (F (4, 13.37) = 4.54, p = 0.016) with 0-25 student sections (1.4 + 1.18; p = 0.024) and 26-50 student sections (1.32 + 1.20; p = 0.043) having significantly more HIP used in the courses than courses with 101+ student per section (0.62 + 1.17). At the 123 institutions where it was reported that HIP were used, 79.7% used collaboration ( n = 98). These data identify the use of HIP more frequently in introduction to exercise science classes with fewer than 50 students and those taught at community colleges. As many students may begin their degrees at community colleges, this use of HIP can be supportive of students remaining in the degree track. Further, the use of HIP, such as collaboration, in smaller classes may encourage relationships that may also help students feel more positively about the degree. No funding or support mechanism was used for this project. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Online Assessment in the Spotlight: A Case Study in a Spanish University

Objective. This exploratory case study aims to analyze the attitudes, practices and preferences of higher education faculty and students in relation to online assessment. Methodology. A quantitative methodology based on a questionnaire was used, and a descriptive and correlational analysis was conducted. Participants included students and faculty members from a Spanish on-site university. Results. Certain similarities and differences in attitudes, practices and preferences between students and teachers are presented. Some relationships, albeit weak, were also identified between the online assessment practices used and some characteristics of the teachers’ profile or teaching (teaching experience, teaching load and class size). Conclusions. The findings show that a large part of the teaching staff shows some reluctance in the design and implementation of online assessment strategies beyond traditional exams, as well as a great concern about student control and the danger of fraud. On the other hand, students show generally more positive attitudes towards online assessment than the teaching staff. The recommendations point to the consideration of the role of institutional support and teacher training units for the improvement of teachers’ digital competence in relation to online assessment, the importance of updating security systems in technical infrastructures, and adjusting the effects of teaching load and class size when online assessment is applied.

Integration of Cardiac Point of Care Ultrasound (POCUS) in a Medical Physiology Course During the Preclinical Curriculum

Background: The early integration of hands-on point-of-care ultrasound (POCUS) during medical students' preclinical curriculum has expanded the utilization of this tool which can provide rapid and effective bedside diagnosis in clinical practice. Many medical schools that have incorporated POCUS into their curriculum allude to the limitations of a large class size, learning retention, and applying these skills to aid in diagnosing pathologic conditions. Indeed, it is interesting that there is currently no consensus as to what and how much hands-on ultrasound training should be included in the medical school curriculum. At Midwestern University (MWU), we introduced a 4-year inclusion of ultrasound training throughout the medical curriculum. The core Physiology courses taken in winter and spring quarter of first year medical school, incorporate several mandatory ultrasound workshops taken by osteopathic medical students and podiatry students together. This study hypothesizes that the incorporation of cardiac POCUS in small group physiology workshops increases student confidence in their ability to measure the parameters to effectively assess cardiac output. Moreover, we hypothesize that this hands-on teaching tool reinforces the concepts taught in the didactic lectures, applying the material in a clinically relevant manner. Data obtained during the 2023-2024 winter quarter will be presented at the APS meeting. Methods: This study aims to utilize a brief survey administered via REDCap, in a questionnaire format to first year osteopathic medical students and podiatric medical students after the cardiac physiology workshop administered during the first year of medical school. Survey questions will be generated using Likert 5-point scales, ratings of (strongly agree to strongly disagree, very comfortable to very uncomfortable, high level of competence to no level of competence, and very confident to very unconfident). Survey questions will seek to assess confidence level using POCUS, ease of quantifying assessments, and differences in perceptions between podiatry and osteopathic medical students. Associations between two question responses will be assessed using the Chi-square test for independent responses and McNemar test to compare responses that were paired. A p-value <0.05 for both tests will indicate statistical significance. Furthermore, we aim to determine whether retention and application of the information taught during the cardiac POCUS workshop can be evaluated by student performance on POCUS-specific exam questions. IRB approval is currently pending. Results: We plan to share: (1) the survey questions, (2) data obtained using POCUS from the last academic years class cohort and the current class (specifically relating to their use of POCUS to calculate cardiac output) to highlight the variability in these assessments, (3) exam question analyses for the last 2-years (as assessment outcomes), (4) survey responses from the current class, (5) correlations of student perceived confidence and determined understanding. Conclusion: The introduction of POCUS utilization during the physiology courses in the first year of Osteopathic and Podiatry pre-clinical years reinforces key concepts covered in didactic lectures. We hypothesize that student perceptions of these workshops will be largely positive and improve student confidence in POCUS use. No funding. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Integration of Bladder Point of Care Ultrasound (POCUS) in a Medical Physiology Course During the Preclinical Curriculum

Background: The early integration of hands-on point-of-care ultrasound (POCUS) during medical students' preclinical curriculum has expanded the utilization of this tool which can provide rapid and effective bedside diagnosis in clinical practice. Many medical schools that have incorporated POCUS into their curriculum allude to the limitations of a large class size, learning retention, and applying these skills to aid in diagnosing pathologic conditions. Indeed, it is interesting that there is currently no consensus as to what and how much hands-on ultrasound training should be included in the medical school curriculum. At Midwestern University (MWU), we introduced a 4-year inclusion of ultrasound training throughout the medical curriculum. The core Physiology courses taken in winter and spring quarter of first year medical school, incorporate several mandatory ultrasound workshops taken by osteopathic medical students and podiatry students together. This study hypothesizes that the incorporation of bladder POCUS in small group physiology workshops increases student confidence in their ability to measure the parameters to effectively assess bladder volume. Moreover, we hypothesize that this hands-on teaching tool reinforces the concepts taught in the didactic lectures, applying the material in a clinically relevant manner Data obtained during the 2023-2024 spring quarter will be presented at the APS meeting. Methods: This study aims to utilize a brief survey administered via REDCap, in a questionnaire format to first year osteopathic medical students and podiatric medical students after the bladder physiology workshop administered during the first year of medical school. Survey questions will be generated using a Likert 5-point scale, a rating of (strongly agree to strongly disagree, very comfortable to very uncomfortable, high level of competence to no level of competence, and very confident to very unconfident). Survey questions will seek to assess confidence level using POCUS, ease of quantifying assessments, and differences in perceptions between podiatry and osteopathic medical students. Associations between two question responses will be assessed using the Chi-square test for independent responses and McNemar test to compare responses that were paired. A p-value <0.05 for both tests will indicate statistical significance. Furthermore, we aim to determine whether retention and application of the information taught during the bladder POCUS workshops can be evaluated by student performance on POCUS-specific exam questions. IRB approval is currently pending. Results: We plan to share: (1) the survey questions, (2) data obtained using POCUS from the last academic years class cohort and the current class (specifically relating to their use of POCUS to calculate and interpret bladder volume) to highlight the variability in these assessments, (3) exam question analyses for the last 2-years (as assessment outcomes), (4) survey responses from the current class, (5) correlations of student perceived confidence and determined understanding. Conclusion: The introduction of POCUS utilization during the physiology courses in the first year of Osteopathic and Podiatry pre-clinical years reinforces key concepts covered in didactic lectures. We hypothesize student perceptions of these workshops will be largely positive and will improve student confidence in POCUS use. No Funding. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Engaging Alumni as Peer Mentors: Fostering Belonging and Forging Paths to Success

Peer mentoring positively impacts students’ learning experience. It not only improves their content knowledge in courses but also reduces stress and anxiety levels, while increasing participation and engagement within the academic community. The MS in Integrative Physiology (MSIP) - graduate peer mentoring (GPM) program at Benedictine University, launched in 2020 during the COVID19 pandemic, aids in student and mentor success. The MSIP program, started in 2017 with 18 students, now has a total of 187, with 30 students enrolled in 2023. The cohort-based learning model, small class sizes, personalized advising, and a well-designed curriculum benefit diverse students. The shift to online learning during the pandemic challenged connections crucial for student success. An alum of the program was hired as a peer mentor to assist with classroom management, facilitate breakout room discussions, and provide insights into professional school applications. The students and the GPM establish an environment conducive to learning through in-person and virtual interactions. The MSIP-GPM program equips students with crucial learning skills that are needed for future success. It is a win-win situation for mentors and mentees alike. Mentors develop communication, interpersonal, and leadership skills along with confidence and motivation. They also deepen their understanding and exposure to content knowledge during their glide year. Mentees receive practical advice, academic strategies, career insights, and new friendships. Intentional selection of GPMs from underrepresented communities and first-generation students fosters inclusivity, support and a sense of belonging — all essential for their success. Positive feedback after the first semester led to program continuation, with GPMs providing support and mentorship. Since 2020, 13 students served as GPMs. 54% are in professional programs, and 23% are in the interview process for admittance. Based on the success of GPMs in Physiology, peer mentors were introduced in Immunology and Medical Biochemistry in Fall 2023. Results from student surveys, interviews, performance-metrics in tests and GPM feedback demonstrated the program’s effectiveness and peer mentor success. Peer mentoring aids active learning, boosts confidence and success, particularly for first-generation and underrepresented students. JS, TPM and MN are supported by BenU COSH and NSSRP Funds, Benedictine University, Lisle, IL. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Exploring Factors Contributing to Students’ Unwillingness to Communicate in English as a Foreign Language Classroom

This study aimed to explore the factors influencing EFL learners' unwillingness to communicate in English oral communication. Data were collected through a questionnaire that assessed three key dimensions: teacher-related factors, affective factors, and environmental factors. The findings revealed that among the three dimensions, teacher-related factors had the most significant impact on learners' unwillingness to communicate. The results regarding affective factors showed that lack of family support and motivation, fear of peer criticism, and poor listening skills were considerable predictors of learners' reluctance to engage in oral communication. Additionally, unfamiliar topics and vocabulary deficiencies further negatively influenced their willingness to speak. Furthermore, findings about environmental factors, large class size, lack of learner autonomy, insufficient use of ICT tools, and noisy classrooms, were found to inhibit EFL learners' willingness to communicate in English. The study highlights the critical role of teachers in creating a supportive, student-centered environment and fostering positive teacher-student rapport to enhance learners' willingness to speak in English class.

Vietnamese EFL high school teachers' perceptions of difficulties when implementing competency-based English teaching curriculum and their proposed solutions

This study aims to examine the perceptions of Vietnamese English as a foreign language (EFL) high school teachers regarding the implementation of the competency-based English teaching curriculum (CETC) in the Mekong Delta region of Vietnam. Utilizing a qualitative approach, this study sought to delve into the challenges high school EFL teachers faced while implementing the CETC in Vietnam. Semi-structured interviews with 10 teachers were conducted to gain insights into their experiences, specifically targeting their perceptions of difficulties and their suggestions for potential solutions derived from these experiences. The findings reveal teachers' perceptions of their perceived difficulties related to student-related factors (low English proficiency, and limited self-directed learning abilities), teacher-related factors (traditional teaching methods, inadequate language and pedagogical skills, and insufficient training), and institution-related factors (large class sizes, limited teaching time, and inadequate facilities). In addition, the teachers recommended strategic solutions for a better implementation of the CETC including providing constructive feedback, promoting collaborative learning, enhancing teachers’ language and pedagogical proficiency, reducing class sizes, and improving facilities. Accordingly, the study contributes to the understanding of CETC implementation and provides practical implications for teachers, students, and policymakers in Vietnam and other similar contexts.

Need for speed: Fiber and student achievement

This paper studies the impact of the introduction of fiber broadband in North Carolina, through the lens of student achievement. I link granular data on new fiber construction and advertised download speeds with administrative test score data and local labor market data. Exploiting variation in fiber availability at the census block group level, I implement a difference-in-differences design and find modest effects on educational outcomes, roughly equivalent to lowering class sizes by one student. I show fiber increases local employment and search intensity for supplementary educational materials. Last, I show that increased competition from fiber providers drives quality improvements in other available technology.

Developing accounting students as responsible leaders: A workshop on social innovation

Purpose: As accountants are often business leaders, it is crucial that accounting students are equipped to become responsible leaders. Thus, accounting students should be taught to value citizenship, for example, through exposure to social innovation as an expression of personal citizenship. The research aim of this study was to determine whether students perceived a social innovation workshop with subsequent reflection as effective in developing citizenship as a responsible leadership value during the accounting curriculum.Design/methodology/approach: Students who attended a social innovation workshop and carried out a subsequent reflection on citizenship were asked to complete a purposively designed online questionnaire, which gathered their perceptions on the workshop, social innovation and personal citizenship.Findings/results: Students perceived a workshop on social innovation with subsequent reflection as helpful in developing citizenship as a value. Students suggested that citizenship should be incorporated into the technical curriculum and that opportunities for service learning should be provided.Practical implications: Higher education institutions may draw on the findings in developing their citizenship curriculums amid the challenges of large class sizes and budget constraints. It is suggested that students enrolled in accounting programmes be provided with specific guidance to develop their reflective abilities.Originality/value: As student voice on responsible leadership and citizenship values in management education was mostly absent from literature (especially in emerging economies), this study obtained the perceptions of South African accounting students on this matter. Moreover, the study identified knowledge regarding social innovation as possible activator for developing students’ personal citizenship and enabling responsible leadership.

The effect of varied training methods with smaller class sizes on students' front crawl swimming skills

However, the swimming learning process sometimes generalizes these abilities. The purpose of this study was to reveal the effect of varied training methods with smaller class sizes on students' front crawl swimming skills. The research used an experiment with a one-group pre-test-post-test design. The study population was 93 students, they take swimming lessons at the Sports Education Study Program, Garut University the 2022/2023 Academic Year. The sampling technique uses purposive sampling. The sample that reached the criteria was 22 students. The research instrument used a front crawl swimming skills test. Research procedure - giving treatment with varied methods with smaller class sizes. The data analysis technique uses Paired Sample t Test. Treatment with varied lesson delivery with smaller class sizes obtained sig values. (2-tailed) of 0.000. Based on the results of the research, findings revealed the value of sig. (2-tailed) obtained is 0.000. The score was lower than 0.05, so it was concluded that the method's effect varied with smaller class sizes on students' swimming skills on the front crawling swimming skills. The conclusion of this study is that using classroom settings and methods can affect swimming skills and front crawling style.

A STUDY ON LINGUISTIC ETHNOGRAPHY OF TEACHING-LEARNING ENGLISH IN ELT CLASSES: THE CASE OF HINDE JUNIOR SCHOOL

The study intended to explore the linguistic ethnography of teaching and learning English in English language teaching classes. An ethnographic case study design was employed on three English teachers. The school and teachers were selected purposively. Both observation and interview questions were given to language experts to ensure the validity and reliability of the tools. Teachers were observed and interviewed, and notes were taken. Following, data was collected, coded, categorized, and analyzed thematically. The Cultural Activity Theory (CHAT) model was used, and intervention was made. The result of the study revealed that English lesson provision in Hinde Junior School was dominated by traditional teaching. In contrast, communicative and participatory teaching was left out because of the absence of eclectic teaching methods, large class sizes, and a shortage of English textbooks. However, intervention was provided. Teachers were provided with training and support for their students to increase their use of effective and varied teaching methods. As a result, changes were seen, and teachers could use eclectic and participatory teaching methods. Besides, extra books were borrowed from the neighboring schools and provided to students. For large class size-related problems, a discussion was held with the school, and these problems were solved with the community and other concerned bodies. Therefore, teachers’ training on the application of eclectic teaching methods and student support should be provided, whereas books should be borrowed from other schools. Schools, community, and other concerned bodies should work collaboratively to overcome problems related to large class sizes.

Stand growth, Biomass and Carbon sequestration potentials of Parkia biglobosa (jacq.) Bench plantation in South-Western Nigeria

This study assessed tree growth variables, above (AGB), below ground biomass (BGB) and total carbon content (TC) sequestered by Parkia biglobosa (Jacq.) Bench. Plantation in Wasangare, Oyo State using non-destructive ground base survey. Tree growth data (Diameter at breast height, Dbh and Tree height, Th) were collected using lacer ace hypsometer and diameter girth tape from 20 temporary sampling plots of size 25 m X 25 m established through systematic transect lines. Diameter size classes (DSC) for the plantation was examined, carbon stock for each DSC was also determine while basal area (m2 ha-1), volume (m3 ha-1), Biomass (Mg ha-1) and Carbon (Mg ha-1) were also estimated. Results showed mean Dbh of 18.7 + 0.25 cm with 8.14 + 0.10 m, 0.033 + 0.00 m2 ha-1 and 0.320 + 0.01 m3 ha-1 for tree height, basal area and volume respectively. AGB and BGB were 10.877 + 0.39 Mgha-1 and 2.175 + 0.08 Mgha-1 respectively while TC was 6.527 + 0.24 Mgha-1. The percentage carbon stock proportion for each DSC revealed class size 25-29-9 cm (19.02%) as the highest while the least proportion was observed in less than 5 cm class with 0.04% of carbon. The DSC showed majority of the tree Dbh in lower Dbh classes with fewer trees in higher classes forming almost a normal bell shape. The study provides information that can help the management in planning silvicultural activities and selective removal from the stand (harvesting schedule). Tree Dbh, height, basal area, volume and biomass are the determinant characteristics for forest carbon assessment. In conclusion, the plantation actively sequesters carbon showing potentials for indigenous trees in climate change mitigation.

THE CHALLENGES IN IMPLEMENTING DIFFERENTIATED INSTRUCTION IN ENGLISH CLASSSES : A CASE STUDY IN AN EASTERN INDONESIA CONTEXT

The Merdeka Curriculum is the current Indonesian curriculum that suggests the implementation of Differentiated Instruction (DI) to cater to students with different learning styles, needs, and abilities. This study aims to identify and describe the teachers knowledge of the concept of Differentiated Instruction and the challenges of implementation DI in English Classes. This study used a descriptive qualitative research design. The data of the study were collected through in-depth interviews. The collected data were then analyzed using content analysis. This research was conducted in a government senior high school in West Nusa Tenggara, Indonesia. Three English teachers were purposively selected to be the participants of the study. From the results of the study, it was found that the teachers have a good understanding of the basic concept of direct instruction. The study also found several challenges facing the teachers in implementing DI which include the big class size, constraints with time and resources to design and deliver material for different learners. This study suggests that teachers play an active role as a facilitator for students in every learning process and are able to recognize the characters, learning interests of students, and learning styles of different students.

Statistical Testing on Basic Science Practical on Students’ Performance in Ilorin-East LGA, Kwara State

It is urgent to address a systematic and objective approach to evaluating students’ practical skills. Exceptionally, current subjective assessment methods for students’ practical performance are to be provided with a more objective evaluation. Hence the study investigated the statistical testing on Basic Science practical on students’ academic performance in students in Ilorin East, Kwara State, Nigeria. The study was a descriptive research survey type. 120 students were sampled in secondary schools in Ilorin East LGA using a purposive sampling technique. The researchers designed a questionnaire was used to accumulate information from respondents. Data collected were analyzed using percentage, mean, frequency count, independent t-test, and ANOVA at 0.05 alpha significance level. The findings revealed that Basic Science practical has a great influence on school students' academic performance and also on the level of understanding and retention capabilities of students but there was no significant influence on students’ academic performance based on gender as well as class size. Also, student’s academic performance in Basic Science was not significantly influenced by gender or class size partially. It is recommended that all Basic Science teachers should engage students more in practical activities than the theory aspect to facilitate better understanding among the students.

ACCURACY ASSESSMENT OF A SLAM-ACQUIRED POINT CLOUD DATA USING A VARIETY OF CLASSIFICATION APPLICATIONS

Abstract. Laser scanning techniques, such as Simultaneous Localization and Mapping (SLAM), produce three-dimensional data representing the real world, which may provide significant information for Building Information Models (BIM). These processes produce 3D point clouds, which require classification before being used in various applications such as structural assessments. However, most widely available software applications for classifying 3D point clouds are proprietary, giving an incomplete depiction of how the data is manipulated and processed. Thus, this research aims to assess the accuracy of the different classification applications in classifying the 3D point cloud data and perform a comparative analysis of the results. Precision, Recall, F1-score, and Accuracy are the evaluation metrics used to assess the classified 3D point cloud data. Results for Precision and Recall show that some of the applications can classify a particular class, the Ground and Building classes. However, the overall performance of the classification method, which is evaluated through the F1-score, produced low values. Results for the F1-score demonstrate that these low values indicate low overall reliability of the classification results despite high values for Accuracy. Based on the conducted experiments, further research is suggested to investigate the effect of increasing dataset size and equalizing class sizes used in classification.

CharacterizationofP SU(3,q)byitsorderandonespecialconjugacyclasssize

Suppose that G be a finite group, and let N (G)be the set of conjugacy class sizes of G. By Thompson’s conjecture, if H is a finite non abelian simple group, G is a finite group with a trivial center, and N (G) = N (H), then H and G are isomorphic. Chen et al. contributed interestingly to Thompsons conjecture under a weak condition. In this article, we investigate validity of Thompsons conjecture under a weak condition for the projective special unitary groups. This work implies that Thompsons conjecture holds for the PSU (3, q), where q is prime power.

English Language: The Speaking Fluency of Primary Thai Students

In today's interconnected world, English fluency is a crucial skill transcending cultural and geographical boundaries for Thai university students. This article explores the challenges they face in achieving spoken English fluency, addressing linguistic, psychological, and pedagogical factors. The differences in pronunciation, intonation, sentence structure, and alphabets between Thai and English pose hurdles. Traditional lecture-centric approaches may hinder conversational skills, and class sizes limit personalized attention. The article advocates for communicative teaching methods, emphasizing language as a dynamic tool for communication. Language exchange programs and cafes facilitate genuine linguistic interaction with native speakers. Multimedia, such as movies, TV shows, and podcasts, enrich fluency, though Thai-dubbed movies hinder exposure to authentic English. The transformation of learning environments into supportive spaces, where mistakes are embraced as opportunities for growth, is crucial. Constructive feedback and collaborative activities foster confidence. In conclusion, the article aims to guide educators and students by addressing challenges and proposing solutions. As global communication expands, cultivating spoken English becomes both a personal achievement and a societal contribution

Artificial neural networks with uniform norm-based loss functions

We explore the potential for using a nonsmooth loss function based on the max-norm in the training of an artificial neural network without hidden layers. We hypothesise that this may lead to superior classification results in some special cases where the training data are either very small or the class size is disproportional. Our numerical experiments performed on a simple artificial neural network with no hidden layer appear to confirm our hypothesis.

Effect of class size on student achievement at public secondary schools in Azerbaijan

Effect of class size on student achievement at public secondary schools in Azerbaijan

The impact of three learning methods on dental students' satisfaction and knowledge acquisition.

Health professionals' education presents unique challenges including clinical application of knowledge and interprofessional collaboration. Additionally, institutions suffer from faculty shortages while class sizes increase. Therefore, educators seek innovative andragogical techniques utilizing minimal resources. Several active learning methods have been introduced as a solution. The aim of this study is to assess the impact of lecture (LBL), case (CBL), and team (TBL) based learning on the students' satisfaction and knowledge attainment. A total of 134 sophomore dental students are taught pediatric dentistry course using LBL, CBL, and TBL techniques. At the end of the course, students are invited to participate in a satisfaction survey. Statistical analysis is conducted using a two-sided chi-square goodness of fit test. Students' comments are used for qualitative analysis. Final exam analysis is administered via Examsoft software. A total of 98% of the students participated in the survey out of which 83% met the inclusion criteria (N=110). Students chose LBL as the method that helped them learn in a comprehensive way, provided the most comfortable environment, and presented the overall highest satisfaction with statistically significant difference (p value=0.001). LBL questions scored the highest point biserial and discrimination index. The percentage of correct answers and difficulty level was highest for TBL. Students preferred LBL over the other learning methods. Final exam psychometrics showed favorable results for LBL and TBL. Students could potentially benefit from combining both techniques. However, more research is needed to assess the effectiveness of various teaching methods on the short- and long-term learning outcomes.