How the active learning method affects students' desire to learn
##plugins.themes.bootstrap3.article.sidebar##
Published:
Nov 30, 2022
Keywords:
Active learning approach, Conventional learning, Student learning motivatio
Section
Articles
Statistics Article
Article View : 372 Times
##plugins.themes.bootstrap3.article.main##
Abstract
Researchers found that a mean score of 12.24 was achieved when measuring the level of student enthusiasm to learn while using an active learning strategy. Students whose education follows the traditional model report an average (mean) level of motivation to learn of 11.2. The "t" test's calculations led to the following results: t count = 3.49, and t table = 2.01 for the price. If the number of students taught using an active learning strategy is larger than the number of students taught using a traditional learning approach, then Ho might be rejected. Therefore, this study has successfully demonstrated that the active learning technique, as opposed to the conventional learning approach, increases student learning motivation.
##plugins.themes.bootstrap3.article.details##
How to Cite
Eustaqio, A., Gorráitz, M. da, & Lora, S. C. (2022). How the active learning method affects students’ desire to learn. International Journal of Curriculum Development, Teaching and Learning Innovation, 1(1), 21–26. https://doi.org/10.35335/curriculum.v1i1.58
References
Aronowitz, S., & Giroux, H. A. (2003). Education under siege: The conservative, liberal and radical debate over schooling. Routledge.
Axelrod, P. (2002). Values in conflict: The university, the marketplace, and the trials of liberal education. McGill-Queen’s Press-MQUP.
Baillie, C., & Fitzgerald, G. (2000). Motivation and attrition in engineering students. European Journal of Engineering Education, 25(2), 145–155.
Barton, K. C., & Levstik, L. S. (2004). Teaching history for the common good. Routledge.
Bastian, C., VanTassell, L., Williams, K., Menkhaus, D., & Held, L. (1997). Active learning with monetary incentives. Applied Economic Perspectives and Policy, 19(2), 475–483.
Becker, H. J. (2000). Findings from the teaching, learning, and computing survey. Education Policy Analysis Archives, 8, 51.
Burnham, K. P., & Anderson, D. R. (1998). Practical use of the information-theoretic approach. In Model selection and inference (pp. 75–117). Springer.
Carroll, L., & Leander, S. (2001). Improving Student Motivation through the Use of Active Learning Strategies.
Chamot, A. U. (2004). Issues in language learning strategy research and teaching. Electronic Journal of Foreign Language Teaching, 1(1), 14–26.
Chamot, A. U. (2005). Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics, 25, 112–130.
Chiu, T.-L., Liou, H.-C., & Yeh, Y. (2007). A study of web-based oral activities enhanced by automatic speech recognition for EFL college learning. Computer Assisted Language Learning, 20(3), 209–233.
Clancy, P., & Goastellec, G. (2007). Exploring access and equity in higher education: Policy and performance in a comparative perspective. Higher Education Quarterly, 61(2), 136–154.
Cropley, A. J. (2001). Creativity in education & learning: A guide for teachers and educators. Psychology Press.
Dornyei, Z., & Ottó, I. (1998). Motivation in action: A process model of L2 motivation.
Duman, B. (2006). The effect of brain-based instruction to improve on students’ academic achievement in social studies instruction. 9th International Conference on Engineering Education, San Juan, Puerto Rico.
Eliopoulos, G. M., Harris, A. D., Bradham, D. D., Baumgarten, M., Zuckerman, I. H., Fink, J. C., & Perencevich, E. N. (2004). The use and interpretation of quasi-experimental studies in infectious diseases. Clinical Infectious Diseases, 38(11), 1586–1591.
Elmore, R. F. (1995). Teaching, learning, and school organization: Principles of practice and the regularities of schooling. Educational Administration Quarterly, 31(3), 355–374.
Franke, M. L., Carpenter, T. P., Levi, L., & Fennema, E. (2001). Capturing teachers’ generative change: A follow-up study of professional development in mathematics. American Educational Research Journal, 38(3), 653–689.
Harris, A. D., McGregor, J. C., Perencevich, E. N., Furuno, J. P., Zhu, J., Peterson, D. E., & Finkelstein, J. (2006). The use and interpretation of quasi-experimental studies in medical informatics. Journal of the American Medical Informatics Association, 13(1), 16–23.
Hytti, U., & O’Gorman, C. (2004). What is “enterprise education”? An analysis of the objectives and methods of enterprise education programmes in four European countries. Education+ Training.
Isabelli-García, C. (2006). Study abroad social networks, motivation and attitudes: Implications for second language acquisition. Language Learners in Study Abroad Contexts, 15, 231–258.
Kennedy, M. M. (1999). The role of preservice teacher education. Teaching as the Learning Profession: Handbook of Policy and Practice, 54, 85.
Kumaravadivelu, B. (1994). The postmethod condition:(E) merging strategies for second/foreign language teaching. TESOL Quarterly, 28(1), 27–48.
Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and Teacher Education, 19(2), 149–170.
Lewis, M., & Reinders, H. (2007). Using student-centered methods with teacher-centered students (Vol. 44). Pippin Publishing Corporation.
Maosen, L. (1990). Moral education in the People’s Republic of China. Journal of Moral Education, 19(3), 159–171.
Marchesani, L. S., & Adams, M. (1992). Dynamics of diversity in the teaching‐learning process: A faculty development model for analysis and action. New Directions for Teaching and Learning, 1992(52), 9–20.
Masten, A. S., & Coatsworth, J. D. (1998). The development of competence in favorable and unfavorable environments: Lessons from research on successful children. American Psychologist, 53(2), 205.
Neuman, S. B., & Roskos, K. (1993). Access to print for children of poverty: Differential effects of adult mediation and literacy-enriched play settings on environmental and functional print tasks. American Educational Research Journal, 30(1), 95–122.
Oermann, M. H. (2003). Using Active Learning in Lecture: Best of" Both Worlds". International Journal of Nursing Education Scholarship, 1(1).
Olivos, E. M. (2004). Tensions, contradictions, and resistance: An activist’s reflection of the struggles of Latino parents in the public school system. The High School Journal, 25–35.
Oxford, R. L. (2003). Language learning styles and strategies: An overview.
Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41(4), 219–225.
Prosser, M., Trigwell, K., & Taylor, P. (1994). A phenomenographic study of academics’ conceptions of science learning and teaching. Learning and Instruction, 4(3), 217–231.
Ramsier, R. D. (2001). A hybrid approach to active learning. Physics Education, 36(2), 124.
Ronan, K. R., & Johnston, D. M. (2003). Hazards education for youth: A quasi‐experimental investigation. Risk Analysis: An International Journal, 23(5), 1009–1020.
Rothstein, R., & Jacobsen, R. (2006). The goals of education. Phi Delta Kappan, 88(4), 264–272.
Serbessa, D. D. (2006). Tension between traditional and modern teaching-learning approaches in Ethiopian primary schools. Journal of International Cooperation in Education, 9(1), 123–140.
Supovitz, J. A., & Turner, H. M. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 37(9), 963–980.
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). The effective provision of pre-school education (EPPE) project technical paper 12: The final report-effective pre-school education. Institute of Education, University of London/Department for Education and Skills.
Taneja, V. R. (1995). Educational thought and practice. Sterling Publishers Pvt. Ltd.
Thompson, C. B., & Panacek, E. A. (2006). Research study designs: experimental and quasi-experimental. Air Medical Journal, 25(6), 242–246.
Vermunt, J. D. (2007). 6 The power of teaching-learning environments to influence student learning. In BJEP Monograph Series II, Number 4-Student Learning and University Teaching (Vol. 72, Issue 89, pp. 72–89). British Psychological Society.
Woolman, D. C. (2001). Educational reconstruction and post-colonial curriculum development: A comparative study of four African countries. International Education Journal, 2(5), 27–46.
Axelrod, P. (2002). Values in conflict: The university, the marketplace, and the trials of liberal education. McGill-Queen’s Press-MQUP.
Baillie, C., & Fitzgerald, G. (2000). Motivation and attrition in engineering students. European Journal of Engineering Education, 25(2), 145–155.
Barton, K. C., & Levstik, L. S. (2004). Teaching history for the common good. Routledge.
Bastian, C., VanTassell, L., Williams, K., Menkhaus, D., & Held, L. (1997). Active learning with monetary incentives. Applied Economic Perspectives and Policy, 19(2), 475–483.
Becker, H. J. (2000). Findings from the teaching, learning, and computing survey. Education Policy Analysis Archives, 8, 51.
Burnham, K. P., & Anderson, D. R. (1998). Practical use of the information-theoretic approach. In Model selection and inference (pp. 75–117). Springer.
Carroll, L., & Leander, S. (2001). Improving Student Motivation through the Use of Active Learning Strategies.
Chamot, A. U. (2004). Issues in language learning strategy research and teaching. Electronic Journal of Foreign Language Teaching, 1(1), 14–26.
Chamot, A. U. (2005). Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics, 25, 112–130.
Chiu, T.-L., Liou, H.-C., & Yeh, Y. (2007). A study of web-based oral activities enhanced by automatic speech recognition for EFL college learning. Computer Assisted Language Learning, 20(3), 209–233.
Clancy, P., & Goastellec, G. (2007). Exploring access and equity in higher education: Policy and performance in a comparative perspective. Higher Education Quarterly, 61(2), 136–154.
Cropley, A. J. (2001). Creativity in education & learning: A guide for teachers and educators. Psychology Press.
Dornyei, Z., & Ottó, I. (1998). Motivation in action: A process model of L2 motivation.
Duman, B. (2006). The effect of brain-based instruction to improve on students’ academic achievement in social studies instruction. 9th International Conference on Engineering Education, San Juan, Puerto Rico.
Eliopoulos, G. M., Harris, A. D., Bradham, D. D., Baumgarten, M., Zuckerman, I. H., Fink, J. C., & Perencevich, E. N. (2004). The use and interpretation of quasi-experimental studies in infectious diseases. Clinical Infectious Diseases, 38(11), 1586–1591.
Elmore, R. F. (1995). Teaching, learning, and school organization: Principles of practice and the regularities of schooling. Educational Administration Quarterly, 31(3), 355–374.
Franke, M. L., Carpenter, T. P., Levi, L., & Fennema, E. (2001). Capturing teachers’ generative change: A follow-up study of professional development in mathematics. American Educational Research Journal, 38(3), 653–689.
Harris, A. D., McGregor, J. C., Perencevich, E. N., Furuno, J. P., Zhu, J., Peterson, D. E., & Finkelstein, J. (2006). The use and interpretation of quasi-experimental studies in medical informatics. Journal of the American Medical Informatics Association, 13(1), 16–23.
Hytti, U., & O’Gorman, C. (2004). What is “enterprise education”? An analysis of the objectives and methods of enterprise education programmes in four European countries. Education+ Training.
Isabelli-García, C. (2006). Study abroad social networks, motivation and attitudes: Implications for second language acquisition. Language Learners in Study Abroad Contexts, 15, 231–258.
Kennedy, M. M. (1999). The role of preservice teacher education. Teaching as the Learning Profession: Handbook of Policy and Practice, 54, 85.
Kumaravadivelu, B. (1994). The postmethod condition:(E) merging strategies for second/foreign language teaching. TESOL Quarterly, 28(1), 27–48.
Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and Teacher Education, 19(2), 149–170.
Lewis, M., & Reinders, H. (2007). Using student-centered methods with teacher-centered students (Vol. 44). Pippin Publishing Corporation.
Maosen, L. (1990). Moral education in the People’s Republic of China. Journal of Moral Education, 19(3), 159–171.
Marchesani, L. S., & Adams, M. (1992). Dynamics of diversity in the teaching‐learning process: A faculty development model for analysis and action. New Directions for Teaching and Learning, 1992(52), 9–20.
Masten, A. S., & Coatsworth, J. D. (1998). The development of competence in favorable and unfavorable environments: Lessons from research on successful children. American Psychologist, 53(2), 205.
Neuman, S. B., & Roskos, K. (1993). Access to print for children of poverty: Differential effects of adult mediation and literacy-enriched play settings on environmental and functional print tasks. American Educational Research Journal, 30(1), 95–122.
Oermann, M. H. (2003). Using Active Learning in Lecture: Best of" Both Worlds". International Journal of Nursing Education Scholarship, 1(1).
Olivos, E. M. (2004). Tensions, contradictions, and resistance: An activist’s reflection of the struggles of Latino parents in the public school system. The High School Journal, 25–35.
Oxford, R. L. (2003). Language learning styles and strategies: An overview.
Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41(4), 219–225.
Prosser, M., Trigwell, K., & Taylor, P. (1994). A phenomenographic study of academics’ conceptions of science learning and teaching. Learning and Instruction, 4(3), 217–231.
Ramsier, R. D. (2001). A hybrid approach to active learning. Physics Education, 36(2), 124.
Ronan, K. R., & Johnston, D. M. (2003). Hazards education for youth: A quasi‐experimental investigation. Risk Analysis: An International Journal, 23(5), 1009–1020.
Rothstein, R., & Jacobsen, R. (2006). The goals of education. Phi Delta Kappan, 88(4), 264–272.
Serbessa, D. D. (2006). Tension between traditional and modern teaching-learning approaches in Ethiopian primary schools. Journal of International Cooperation in Education, 9(1), 123–140.
Supovitz, J. A., & Turner, H. M. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 37(9), 963–980.
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). The effective provision of pre-school education (EPPE) project technical paper 12: The final report-effective pre-school education. Institute of Education, University of London/Department for Education and Skills.
Taneja, V. R. (1995). Educational thought and practice. Sterling Publishers Pvt. Ltd.
Thompson, C. B., & Panacek, E. A. (2006). Research study designs: experimental and quasi-experimental. Air Medical Journal, 25(6), 242–246.
Vermunt, J. D. (2007). 6 The power of teaching-learning environments to influence student learning. In BJEP Monograph Series II, Number 4-Student Learning and University Teaching (Vol. 72, Issue 89, pp. 72–89). British Psychological Society.
Woolman, D. C. (2001). Educational reconstruction and post-colonial curriculum development: A comparative study of four African countries. International Education Journal, 2(5), 27–46.
Copyright and Licensing
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.