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Students' Satisfaction on Their Learning Process in Active Learning and Traditional Classrooms

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Students' Satisfaction on Their Learning Process in Active Learning and Traditional Classrooms

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Source: Peer-Reviewed
Abstract: This study compared active learning strategies versus traditional instruction.  It sought to compare student satisfaction in active learning instruction with that of traditional instruction. Students in sixteen classrooms of various disciplines were surveyed, and the results were used to answer the following questions: Are students satisfied with their individual
learning processes when active learning pedagogy
is used in a traditional classroom? Are students satisfied with their group learning processes when active learning pedagogy is used in a traditional classroom? Does a classroom have to be configured as an active learning classroom to successfully accommodate active learning pedagogical
activities? Can active learning pedagogy be executed
effectively in traditional classrooms?
Findings: The findings reveal that active learning instruction increase student satisfaction with their individual and group learning strategies.  It also reveals that active learning increases satisfaction in graduate level courses as well.
APA Citation:
Hyun, J., Ediger, R., & Lee, D. (2017). Students' satisfaction on their learning process in active learning and traditional classrooms. International Journal of Teaching and Learning in Higher Education, 29(1). Retrieved December 8, 2017, from https://files.eric.ed.gov/fulltext/EJ1135821.pdf.

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Source: Peer-Reviewed
Abstract:  What is active learning and what does active learning instruction look like? If students take part in active learning, they have a more active roll in their education and are not as dependent on the teacher. The goal of this article was to suggest a design to help plan different types of activities that promote active learning in the middle school classroom.  Each of the teachers that were showcased in this article met all standards and some of those standards were state and  Common Core Standards.
Findings:  Each of the educators highlighted were able to achieve the standard in which they were entrusted to meet. In some cases these were Common Core Standards, and in some cases these were state standards. By choosing meaningful active learning strategies, they were able to help students achieve the required standards, while at the same time incorporating active learning.
APA Citation:

Edwards, S. (may, 2015). Active learning in the middle grades. Middle School Journal, 46(5), 26-32. Retrieved December 8, 2017, from https://files.eric.ed.gov/fulltext/EJ1059827.pdf.

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The Effect of Active Learning Approach on Attitudes of 7th Grade Students

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The Effect of Active Learning Approach on Attitudes of 7th Grade Students

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Source: Peer-Reviewed
Abstract: Active learning is a student's involvement in the learning process.  Students actively work to create new knowledge, think analytically, become problem solvers, and develop as thinkers.  The goal of this study was to determine if students of average ability learn more in an active learning environment over a traditional instruction. This study involve consisted of seventh grade science classes, the control group received traditional instruction while the experimental group participated in active learning instruction.

Findings:  The experimental groups score increase to 150.12 from 132.05 at the same time the control group only increase to 136.17 from 134.18. The experimental group showed a significant change while that of the control pretty much stayed the same.
APA Citation:
Demirci, C. (2017). The effect of active learning approach on attitudes of 7th grade students. International Journal of Instruction, 10(4), 129-144. Retrieved from https://files.eric.ed.gov/fulltext/EJ1155593.pdf.

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How Game-Based Learning Can Help Students of All Ages Learn

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How Game-Based Learning Can Help Students of All Ages Learn

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Source: Practioner
Abstract: This article discusses traditional hands on learning is required to teach students.  It suggest how games are a great way to help students learn important skills in the classroom.  It also over suggestions and tips for introducing this to your students.
Findings: Students who participate in hands on learning and play based instruction gain increased motivation, buoyed creativity, enhanced problem solving skills, a greater sense of personal responsibility, and the joy of autonomy and independence.
APA Citation:
Nott, M. (2016, March 22). How game-based learning can help students of all ages learn. Retrieved December 08, 2017, from http://www.edudemic.com/game-based-learning-help-learn/

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What does research say about active learning?

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What does research say about active learning?

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Source: Practitioner
Abstract: This article goes into defining what Active Learning is and why it is important in education.  It goes into how it is effective and provides instruction for providing active instruction.
Findings: Research has proven instruction that promotes active learning produces higher student achievement. When students use active learning strategies to plan, monitor and evaluate their learning process they out perform other students who are absent of these skills. It is proven that student success depends greatly on what students are asked to do rather than what the instructor does.
APA Citation:
Lynch, J. (2016, October 25). What does research say about active learning? Retrieved December 8, 2017, from https://www.pearsoned.com/research-active-learning-students/

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Does Active Learning Work? A review of the research

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Does Active Learning Work? A review of the research

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Source: Practitioner
Abstract:  In this study the author looks at the evidence for the effectiveness of active learning. He list the common forms of active learning most useful for engineering faculty and carefully investigates the main idea of each element. It is found that there is widespread but inconsistent support for core elements of active, collaborative, cooperative and problem -based learning.
Findings: Retention improves when students are introduced to activities periodically during lecture. When teachers practice short term recall it produced 108 correct facts compared to just 80 when straight lecture was performed. Long-term retention was assessed with a 65 question multiple-choice exam given one and a half weeks after the last of five lectures used in the study. When instruction contained a pause test scores were 89 compared to 80.9 without pause for one class, and 80.4 with the pause procedure compared to 72.6 with no pause in the other class. On test that measured conceptual understanding classes that promoted engagement scored twice as high as those who did not. Retention was also reduced by 22 percent when collaborative learning was used.
APA Citation:
Prince, M. (2004, July). Does Active Learning Work? A Review of the Research. Retrieved December 8, 2017, from http://www.bing.com/cr?IG=A1DDB031D41A457DAB9689FDCE085EF0&CID=0A44A775F0ED6BB8383AAC26F1426A91&rd=1&h=5d12x-5ks-CEuZQp9ktkyHTznM2I2Ix5kC4glRlTF0g&v=1&r=http%3a%2f%2fwww4.ncsu.edu%2funity%2flockers%2fusers%2ff%2ffelder%2fpublic%2fPapers%2fPrince_AL.pdf&p=DevEx,5068.1

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Source: Popular
Abstract:  With all the positive reviews about active learning, this article looks at some of the studies on active learning and shares the results.
Findings: In a 2014 meta analysis of 225 studies that monitored student scoring in STEM courses that employed lecture versus those that used active learning. Students who participated in active learning course scored on average a half grade higher.(Ex b+ with lecture and an A with active learning). It also showed that students who take part in lecture course are one and a half times more likely to fail than those who are in active learning courses. Tessa Andrews performed a study in 2011 where she she discovered that there was no evidence that the amount of active learning students were exposed to affected grades. Rather she found that it was the quality of the instruction that affected grades the most.
APA Citation:
Gooblar, D. (2016, June 29). Learning more about active learning. Retrieved December 08, 2017, from https://chroniclevitae.com/news/1457-learning-more-about-active-learning

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40 Active Learning Strategies for Active Students

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40 Active Learning Strategies for Active Students

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Source: Popular
Abstract: This article discusses how to make your students happier and get them active by suggesting 40 different active learning activities.
Findings: Students are more engaged and enjoy learning when they are up and learning actively.
APA Citation:
Thompson, J. G. (n.d.). 40 active learning strategies for active students. Retrieved December 08, 2017, from http://teaching.monster.com/benefits/articles/8414-40-active-learning-strategies-for-active-students-

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ACTIVE LEARNING LEADS TO HIGHER GRADES AND FEWER FAILING STUDENTS IN SCIENCE, MATH, AND ENGINEERING

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ACTIVE LEARNING LEADS TO HIGHER GRADES AND FEWER FAILING STUDENTS IN SCIENCE, MATH, AND ENGINEERING

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Source: Popular
Abstract: This article started by pointing out that when you learned to ride a bicycle you probably did not listen to a lecture to learn to ride.  You got on the bicycle and learn through trial and error.  It states that learning should be the same way.  I mentioned a study done in the Proceedings of the National Academy of Sciences that proves that.  The study consisted of college students who were randomly selected and taught by the same teacher.  Part were taught using active learning while part were taught using traditional lecture style
Findings: Students in a traditional lecture course are 1.5 times more likely to fail, compared to students in courses with active learning.  Students in active learning classes outperform those in traditional lectures on identical exams.
APA Citation:
Bhatia, A. (2017, June 03). Active learning leads to higher grades and fewer failing students in science, math, and engineering. Retrieved December 08, 2017, from https://www.wired.com/2014/05/empzeal-active-learning/