Effectiveness Of Active Learning Strategies Research Articles

The effect of active learning strategies on developing oral reading skills in low-achieving native-speaker Arabic students

The effect of active learning strategies on developing oral reading skills in low-achieving native-speaker Arabic students

Clinical Judgment Development and Assessment in Clinical Nursing Education.

There is a gap in evidence for effective clinical teaching strategies to promote nursing students' development of clinical judgment (CJ). This study examined the effect of active learning strategies (ALSs) during clinical postconference sessions on the CJ of undergraduate nursing students. This quasi-experimental study of ALSs or standard postconferences used the Lasater Clinical Judgment Rubric (LCJR) to rate CJ at 3 time points. All faculty members and students were trained on use of the LCJR. Ratings were done by both faculty and students. All ratings of CJ improved over time ( P < .001). Ratings of CJ varied between the control and intervention groups. The findings of this study contribute to knowledge regarding the effectiveness of clinical teaching strategies for CJ and preparation for entry to nursing practice.

A Case Study on Effective Use of Active Learning Strategies to Increase Learner Engagement in Digital Marketing Course

The usage of active learning approaches for the delivery of courses can enhance the learning ability of students. This case study establishes the effectiveness of active learning strategies and benefits in grasping the curriculum which is a central concept of student-centered learning, derived from the productive approach. This study focuses on the Course in Digital Marketing where there is a scope to enhance and encourage active participation of students to explore and configure recent tools such as Blogger, Google Ads, Facebook Ads manager, small SEO tools to name a few. The students can analyze and review the performance of advertising campaigns with the Analytics tool and suggest improvement plans based on performance metrics. The active learning approach enhances their interpersonal, and communication skills and a chance for employability in the field of marketing or have their own business ventures.

STRATEGI PEMBELAJARAN AKTIF TERHADAP KEMAMPUAN PSIKOMOTORIK SISWA PADA MATA PELAJARAN FIQH

The title of this research is "Active Learning Strategy on Students' Psychomotor Ability in Fiqh Subjects". The purpose of this study was to determine the effect of active learning strategies on students' psychomotor abilities. In this study the author uses a descriptive method. Data collection techniques through observation, interviews, and questionnaires. Based on the results of the study, it can be concluded that the psychomotor abilities of students increased after the use of active learning strategies in Fiqh subjects. This can be seen from the steps, and the use of interesting media in helping to implement active learning strategies. The supporting and inhibiting factors in realizing this are teacher guidance and control, the use of interesting media, and the use of various learning strategies. Teachers are good at implementing active learning strategies and have a positive effect.

Active Learning for Multi-way Sensitivity Analysis with Application to Disease Screening Modeling.

Sensitivity analysis is an important aspect of model development as it can be used to assess the level of confidence that is associated with the outcomes of a study. In many practical problems, sensitivity analysis involves evaluating a large number of parameter combinations which may require an extensive amount of time and resources. However, such a computational burden can be avoided by identifying smaller subsets of parameter combinations that can be later used to generate the desired outcomes for other parameter combinations. In this study, we investigate machine learning-based approaches for speeding up the sensitivity analysis. Furthermore, we apply feature selection methods to identify the relative importance of quantitative model parameters in terms of their predictive ability on the outcomes. Finally, we highlight the effectiveness of active learning strategies in improving the sensitivity analysis processes by reducing the total number of quantitative model runs required to construct a high-performance prediction model. Our experiments on two datasets obtained from the sensitivity analysis performed for two disease screening modeling studies indicate that ensemble methods such as Random Forests and XGBoost consistently outperform other machine learning algorithms in the prediction task of the associated sensitivity analysis. In addition, we note that active learning can lead to significant speed-ups in sensitivity analysis by enabling the selection of more useful parameter combinations (i.e., instances) to be used for prediction models.

Active Learning Strategies and Higher-Order Thinking Skills of Grade 10 Students

The study aimed to determine the effect of active learning strategies in higher-order thinking skills of Grade 10 students of Dr. Panfilo Castro National High School during the School Year 2020-2021. One hundred (100) selected grade 10 students were used as respondents of the study, including pre-test and post-test experimental design. The first group was exposed to case-based learning, and the second group was exposed to visual–organization activity. A validated sixty (60) item test was used in the study to determine significant differences in pre-test and post-test scores of the two groups. The study found out that the pretest scores of the respondents in the two experimental groups as to their higher-order thinking skills in critical thinking and creative thinking skills were the same, indicating that the students have lowperformance levels before subjecting to the treatment. The post-test scores of the students of both groups showed improvement in their scores after the treatment. Likewise, a significant difference was found in both groups' pre-test and post-test scores in terms of their critical thinking and creative thinking skills. Furthermore, it also showed a significant difference in the post-test (critical thinking skills) scores between the case-based learning and visual–organization groups.

Active Learning of Dental Physiology in an Asynchronous Online Environment: Lessons Learned During the COVID‐19 Pandemic

Active learning is a student‐centered teaching technique that uses interactive, multimodal strategies to create a more engaging classroom setting compared to the traditional didactic lecture. Previous work by our research group showed that active learning in a first‐year dental school physiology course improved student confidence with the material, unit exam performance, long‐term retention of content, and perception of teaching effectiveness1. While there are many forms of active learning, this particular study utilized engaging lectures, in which students are given short periods of lecture, followed by “breaks” that can consist of minute papers, problem sets, brainstorming sessions, or open discussion.As the COVID‐19 pandemic forced faculty to suddenly shift to online teaching, there were concerns about how to actively engage students via distance learning. This was further complicated by an administrative decision at our School of Dentistry to present the course material in an asynchronous format using pre‐recorded lectures.Since the original study completed in 2013, the Dental Physiology course has increased the amount of active learning components with 48% of the contact hours containing a high degree of active learning, 23% moderate amounts of active learning, and 29% traditional didactic lectures. It was desired to assess the effectiveness of active learning strategies in an online, asynchronous environment on student performance, attentiveness, and satisfaction levels. This study was determined to be exempt by the Institutional Review Board of the University of Louisville (#20.0655). Results indicated that pre‐recorded sessions that incorporated active learning improved student performance compared to the pre‐recorded traditional lectures. Similarly, active learning improved student perceptions of the course and teaching faculty.However, compared to earlier sections of the course that were presented face‐to‐face, the online, asynchronous format significantly lowered overall student performance and satisfaction. These results suggest that online physiology teaching, when presented in an asynchronous format, may pose significant challenges. While this study demonstrated the continued effectiveness of active learning strategies, further research is needed to optimize these methods and effectively engage students in online, asynchronous coursework.1. Miller CJ, McNear J, and Metz MJ. A Comparison of Traditional and Engaging Lecture Methods in a Large, Professional‐Level Course. Adv Physiol Edu 37: 347‐355, 2013.

The Effectiveness of Active Learning Strategies in Gatekeeper Training on Behavioral Outcomes.

Background: Studies of suicide prevention gatekeeper trainings (GKT) show temporary enhancements in short-term behavioral outcomes and limited enhancements in intermediate behavioral outcomes. Aims: We aimed to examine the impact of two training enhancements (role-play and booster) on intermediate GKT outcomes. Method: The study used a factorial randomized controlled design to assign participants to one of four groups. Three indicators of gatekeeper behavior at 6-month follow-up were the primary outcomes of interest. We used propensity score-based techniques to address observed imbalances. Results: At 6 months, among participants assigned to role-play, a significantly larger proportion of those assigned to booster performed identifications and referrals followed by a notification to the referral source, and followed by escorting the youth to the resource. Limitations: While observed imbalances were addressed, unobserved differences may persist. The validity of self-reported indicators to measure actual behavior remains unknown. Conclusion: Results suggest that active learning strategies can, in combination, enhance the effectiveness of trainings. The strategies seem to increase the comprehensiveness of gatekeeper behaviors.

Self-Directed Learning of Prospective Teachers through Active Learning Strategies: An Experimental Study

This study was undertaken to investigate the effect of active learning strategies for developing Self Directed learning of prospective teachers. It was a one-shot experimental study. The prospective teachers were selected through purposive sampling technique. The active learning strategies were used as an independent variable, whereas self-directed learning was used as dependent variable of the study. The researchers administered the Likert scale at the start and end of treatment as a tool for data collection. The data analyses were done through mean score and t-test. It was found active learning strategies significantly increases some variables of self-directed learning such as planning, evaluation, reflection, effort, and self-efficacy of prospective teachers whereas self-monitoring, self-management and desire for learning were not affected by active learning strategies used. It is recommended that teachers assign some individual tasks to prospective teachers to enhance their desire for learning, self-management and self-monitoring.

فاعلیه التعلم النشط فی تدریس علم الاجتماع لتنمیه الذکاء الاجتماعی لدى طلاب المرحلة الثانویة

مشکلة البحث: تلخصت مشکلة البحث الحالی فی تدنی مستوی طلاب المرحلة الثانویة الدارسین لمادة علم الاجتماع فی مهارات الذکاء الاجتماعی. وللتصدی لهذه المشکلة حاول البحث الحالی الکشف عن فاعلیة استراتیجیات التعلم النشط فی تنمیة الذکاء الاجتماعی لدی طلاب المرحلة الثانویة الدارسین لعلم الاجتماع، ولهذا فالبحث الحالی یحاول الإجابة عن السؤال الرئیسی التالی: ما فاعلیة التعلم النشط فی تنمیة الذکاء الاجتماعی لدی طلاب المرحلة الثانویة الدراسین لعلم الاجتماع؟ ویتفرع عن هذا السؤال الرئیسی الاسئلة الفرعیة التالیة: ما مهارات الذکاء الاجتماعی الذی یمکن تنمیتها لدی طلاب المرحلة الثانویة. ما استراتیجیات التعلم النشط التی ینبغی استخدامها لتنمیة الذکاء الاجتماعی. ما صورة وحدة فی علم الاجتماع مصاغة فی ضوء استراتیجیات التعلم النشط. ما أثر تدریس وحدة من مقرر علم الاجتماع على تنمیة الذکاء الاجتماعی لدی طلاب المرحلة الثانویة. نتائج البحث: أظهرت نتائج البحث أثر استراتیجیات التعلم النشط فی تنمیة الذکاء الاجتماعی لدی طلاب المرحلة الثانویة الدارسین لعلم الاجتماع. abstract Research Title: Effectiveness of active learning in teaching sociology, development, social intelligence among high school students. The research problem: The current research problem is summarized in low level of secondary school students studying sociology in social intelligence skills To address this problem, the current research attempted to reveal the effectiveness of active learning strategies in developing social intelligence among high school students studying sociology, and for this the research The current one is trying to answer the following main question: is the effectiveness of active learning in developing social intelligence among high school students studying for sociology? The following sub-questions are subdivided into the following sub-questions : 1. What are social intelligence skills that can be developed among high school students 2. What Active learning strategies that should be used for the development of social intelligence 3. What is the image of a unit in sociology formulated in the light of active learning strategies 4. What is the effect of teaching a unit from the sociology course on developing social intelligence secondary school students whose results: The research results show active learning strategies, developing social intelligence for high school students studying for sociology”.

Active learning strategies, such as analogical models, aid in student learning of spinal anatomy and biomechanics.

This study aimed to examine the effect of active learning strategies using analogical models versus didactic lectures on student learning of spinal anatomy and biomechanics. Students enrolled into year 1 of a chiropractic program in 2014 and 2015 were eligible to participate. The 2014 cohort received didactic lectures. Active learning approaches using analogical models were incorporated into the 2015 cohort. Both groups received an identical written assessment at the end of the 3rd lecture. Between-group differences in age and written assessment percentages were analyzed using independent t tests. Fifty-nine students from the 2014 cohort and 62 students from the 2015 cohort took part. There were no significant differences in age or gender between the cohorts. The differences in the mean of the written assessment percentages between the didactic group and the analogical models group were significant (p = .00), with a mean difference of 22.6% (95% CI, 17.4-27.9). The didactic group mean percentage was 37.9% (SD 15.8) and was within a fail percentage bracket. The analogical models group mean percentage was 60.6% (SD 13.1) and within a pass percentage bracket. The analogical models group performed significantly better than the didactic lecture group, particularly with regard to content delivered using literal or surface analogies.

The effect of active learning strategies on developing self-efficacy and academic achievement for seventh grade students in Jordan

The effect of active learning strategies on developing self-efficacy and academic achievement for seventh grade students in Jordan

PENGARUH STRATEGI PEMBELAJARAN ACTIVE LEARNING DENGAN TEKNIK TUTOR SEBAYA TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS VIII SMPN 20 MEDAN

This study was aimed to: (1) find out the use of active learning strategies with Peer Tutor techniques in VIII class SMPN 20 Medan on mathematics subjects, (2) find out the learning outcomes of students taught using active learning strategies with peer tutors in VII I class SMP 20 Medan on mathematics subjects, and (3) find out the effect of active learning strategies with peer tutoring techniques on mathematics learning outcomes of students in class VIII SMP 20 Medan. This research is quantiative research. The population is all students of VIII class SMPN 20 Medan. Sample of this study is class VIII 3 as the experimental class and class VIII 2 as the control class with 30 students in each class. The instrument is used to determine student learning outcomes is a multiple choice test in the form of a pre test and post test that has been valid. The reliability of the test is 0.828. In this study, the normality test on the pre test data on the experimental class obtained L (0,122) &amp;lt; L table (0,161) and control class pre test data obtained L (0.091) &amp;lt; L table (0,161). Whereas the normality test on the post test data on the experimental class obtained L (0,091) &amp;lt; L table (0,161) and the control class post test data obtained L (0,122) &amp;lt; L table (0,161), which means that the pre-test and post-test data in the study sample had a normal distribution. In the homogeneity test the pre test data obtained F (1,821) &amp;lt; F table (1,859) and post test data obtained F (1,643) &amp;lt; F table (1,859 ), which means the pre test data and post test on the sample used in the study is homogeneous population. From the results of the calculation of the analysis of variance sig. = 0,05, obtained t (2,030) &amp;gt; t table (1,672), so that Ho is rejected and Ha is accepted. The conclusion of this study explains that the mathematics learning outcomes of students who are taught with active learning learning strategies with peer tutoring techniques are better than the mathematics learning outcomes of students who are taught with conventional learning in VIII class SMP 20 Medan 2017-2018 Academic Year.

Effect of Active Learning Strategies on Classroom Engagement among Baccalaureate Nursing Students

Effect of Active Learning Strategies on Classroom Engagement among Baccalaureate Nursing Students

The Effect of Active Learning Strategies on Communication Apprehension in Information Systems Students in Taiwan

Information-technology (IT) professionals play an important organizational role within service-oriented business environments through both their technical and their strong communication skills. However, developing communication competence as a part of IT higher education does not receive enough attention, especially since communication apprehension is a key obstacle in terms of achieving communication effectiveness. Thus, the research questions in this study are as follows: What kinds of activities applied in a classroom setting can increase students’ communication competence? What are the effects of active learning strategies on students’ communication apprehension? Situating the case: Understanding communication apprehension and its relationship with communication competence is necessary for designing effective communication courses for management information systems students. How the case was studied: This study implemented active learning strategies in three classes to develop students’ communication competence while decreasing their communication apprehension level. Surveys were administered to students to evaluate their level of communication apprehension. About the case: Adopting psychoeducation intervention strategies from occupational therapy, this study implemented different active learning strategies to further develop students’ communication competence as well as decrease their communication apprehension. The results show that the levels of communication apprehension among these classes decreased significantly following adoption of these strategies. Conclusions: Active learning strategies adopted in these classes were effective in terms of decreasing communication anxiety by increasing students’ willingness to communicate, which is the prerequisite for developing effective communication .

Effectiveness of Active Learning Strategies for Engaging Learners and Improving Performance in Data Structures Engineering Course

Effectiveness of Active Learning Strategies for Engaging Learners and Improving Performance in Data Structures Engineering Course

Alternative conceptions of students in Arabic language applications and the proper method of correcting them by using some active learning strategies: Adjective lesson as a model

This study aimed to examine the effectiveness of some active learning strategies in adjusting students’ alternative perceptions about the concepts of the adjective lesson in the textbook of “My Language” taught in Saudi Middle Schools.To achieve this, a descriptive and quasi-experimental design approaches were employed. Beginning by identifying students’ alternative perceptions of the concepts of the adjective lesson, an evaluating test was applied for 120 students grade 9 in Jeddah.The result of the evaluating test has indicated that there were alternative perceptions of the concepts of the adjective lesson among students.Therefor, the researcher has designed a guide for using an active learning strategies for teachers to teach adjective lesson. To examine the effectiveness of active learning strategies in adjusting students’ alternative perceptions, a group of 30 students grade 9 in Jeddah were involved in the experimental. This group were taught the adjective lesson by traditional methods and also taught the lesson by using active learning strategies. The findings indicated that the students who were taught by active learning strategies are more likely to alter the alternative perceptions than those who were taught by traditional method.In light of the findings of the study, the researcher recommends that it is important to uncover the students’ alternative perceptions in the various Arabic language lessons, in order to help the students in adjusting the alternative perceptions by using active learning strategies , and improving teachers’ capabilities through pre-service and in-service training in applying several teaching strategies including the active learning strategies to improve the linguistic performance in the Arabic language.

Identifying the Effectiveness of Active Learning Strategies and Benefits in Curriculum and Pedagogy Course for Undergraduate TESL Students

The teachers nowadays are trained properly, competently enough, excel academically with high grades but still considered as “incapable” or “unfit” to teach. There are still many problems and weaknesses among young graduates, despite the initiatives taken by the government to address the issue. The adoption and practice of active learning approaches into the component of course design offered in higher institutions is a common practice nowadays and is crucial in addressing these weaknesses among our young graduates. This case study identifies the effectiveness of active learning strategies and benefits in curriculum and pedagogy course which is a central concept of student-centred learning, derived from the constructivist approach. This article aims to ensure the course efficacy by integrating active learning to support their practice of active learning brought to learners by micro teaching, peer-reflections/feedbacks and self-reflections. Data were collected from documents in a form of e-reflections in ifolio and telephone interviews via WhatsApp Mobile Phone application. This qualitative study reports in detail the experience of 10 undergraduate students. The findings reveal the effectiveness of the three commonly used strategies associated with active learning strategies in this study. Among the beneficial of imparting active learning strategies are as follows; creates positive learning environment, allows direct interaction between lecturers and students, promotes open minded ideology, learn to respect someone else opinion, enhance communication skill, allows students to personally engaged with the learning activities and encourage participation. The findings and discussion of this study would be able to help the pertinent parties such as policy maker, teachers, facilitators and students with better guidance for utilising and maximizing different other selections of active learning strategies that could benefit teaching and learning process in the higher education scenario.

Perceptions on the effectiveness of active learning strategies

Purpose– The purpose of this paper is to determine students’ and instructors’ perceptions regarding the effectiveness of implementing active learning strategies in higher education courses conducted at a tertiary institution in Lebanon.Design/methodology/approach– Pre-service education students completed a questionnaire, professors were interviewed, and class sessions were observed.Findings– Main findings indicate that the majority of the learners as well as the instructors favoured active learning and are strong proponents of putting into effect this approach in all their courses. These findings indicate the positive perceptions towards active learning strategies and the possible impact that these perceptions have on students’ performance and learning.Research limitations/implications– Three major limitations have influenced the efficiency of this study. The number of participants is rather small. Only 37 education students were involved in this study. Furthermore, an additional limitation is that all the participants were females. Yet, it is worth noting that the majority of the students, who are majoring in education at that particular university, are females. Finally, it is worth mentioning that one of the researchers conducted the non-participant observations which might have influenced the data in one way or another.Practical implications– Implications from the results of the study are far reaching. A major implication is for the programmes to reconsider the organization of the classrooms to have rooms that allows for cooperative and group work. Also, classroom organization should be student centred with the teacher’s place not necessarily at the front of the room but possibly at different places in the room or even sitting with the student for some of the assignments. A second implication is that the classroom is to be viewed as a learning situation where the teacher is a guide, a facilitator in the teaching/learning context which would be blended with the lecture method when needed. A further implication is that teacher professional development is a priority for the agenda of educational institutions to help promote teaching effectiveness of this clearly important active learning. After all, the students are doing the learning and the teachers need to guide them in this process.Originality/value– The main value of this paper is to encourage university faculty members to change their teaching methods in order to engage and motivate learners.

A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers

Active learning is an instructional method in which students become engaged participants in the classroom through the use of in-class written exercises, games, problem sets, audience-response systems, debates, class discussions, etc. Despite evidence supporting the effectiveness of active learning strategies, minimal adoption of the technique has occurred in many professional programs. The goal of this study was to compare the perceptions of active learning between students who were exposed to active learning in the classroom (n = 116) and professional-level physiology faculty members (n = 9). Faculty members reported a heavy reliance on lectures and minimal use of educational games and activities, whereas students indicated that they learned best via the activities. A majority of faculty members (89%) had observed active learning in the classroom and predicted favorable effects of the method on student performance and motivation. The main reported barriers by faculty members to the adoption of active learning were a lack of necessary class time, a high comfort level with traditional lectures, and insufficient time to develop materials. Students hypothesized similar obstacles for faculty members but also associated many negative qualities with the traditional lecturers. Despite these barriers, a majority of faculty members (78%) were interested in learning more about the alternative teaching strategy. Both faculty members and students indicated that active learning should occupy portions (29% vs. 40%) of face-to-face class time.