Active Learning Strategies and Academic Achievement among Some Psychology Undergraduates in Barbados
This study investigated the relationships between the
active learning strategies (discussion, video clips, game show, role–
play, five minute paper, clarification pauses, and small group) and
academic achievement among a sample of 158 undergraduate
psychology students in The University of the West Indies (UWI),
Barbados. Results revealed statistically significant positive
correlations between active learning strategies and students’
academic achievement; so also the active learning strategies
contributed 22% (Rsq=0.222) to the variance being accounted for in
academic achievement and this was found to be statistically
significant (F(7,150) = 6.12, p < .05). Additionally, group work
emerged as the best active learning strategy and had the highest
correlation with the students’ academic achievement. These results
were discussed in the light of the importance of the active learning
strategies promoting academic achievement among the university
students.
<p>[1] Astin, A.(1993) What Matters in College?; Four Critical Years
Revisited, Josey-Bass: San Francisco, CA.
[2] Barr, R. B. & Tagg, J. (1995, November/December). From teaching to
learning--a new paradigm for undergraduate education. Change
Magazine, 27 (6): 12-25. Retrieved from: http://www.ius.edu/ilte/
pdf/BarrTagg.pdf
[3] Bonwell C.C., and J. A. Eison, (1991) Active Learning: Creating
Excitement in the Classroom, ASHEERIC Higher Education Report No.
1. Retrieved from: http://www4.ncsu.edu/unity/lockers/users
/f/felder/public/Papers/Prince_AL.p df
[4] Centre for Teaching and Learning, University of Minnesota, (2008).
What is Active Learning? http://www1.umn.edu/ohr/teachlearn/tutorials/
active/what/index.html
[5] Chickering, A.W. and Gamson, Z.F. (1987). Seven principles for good
for good practice. AAHE Bulletin, 39(7), 3-7.
[6] Damodharan, V. S. and Rengarajan.V. (2007). Innovative Methods of
Teaching; Paper presented during the Learnig technologies & Maths
Middle East Conference at Sultan Qaboos University, Oman. Retrived
from:http://math.arizona.edu/~atpmena/conference/proceedings/Damodh
aran_Innovative_Methods.pdf
[7] Fayombo, G.A. (2012). Active learning strategies and student
learningoutcomes among some university students in Barbados. Journal
of Educational and Social Research, Special Issue, (2)9, 79 – 90.
Doi:10.5901/jesr.2012.v2n9p79. Available at: http://www.mcser.org/
images/stories/JESR-SpecialIssues/
jesr%202012%20special%20issue%20vol%202%20no%209%202012.p
df
[8] Halonen, J. S., Brown-Anderson, F., & McKeachie, W. J. (2002).
Teaching thinking. In W. J. McKeachie (Ed.), McKeachie’s teaching
tips: Strategies, research and theory for college and university teachers
(11th ed., pp. 284–290). Boston: Houghton-Mifflin.
[9] Gredler, M. E. 1999. Classroom assessment and learning. New York:
Longman
[10] Harasim, L., Starr, R. H., Teles, L. & Turnoff, M. (1997). Learning
networks: A field guide to teaching and learning online. Cambridge,
MA: Massachusetts Institute of Technology
[11] Yoder, J. D. and Catherine M. Hochevar (2005). Encouraging active
learning can improve students’ performance on examinations. Teaching
of Psychology, 32(2), 91- 95. Retrieved from:
http://www.vcu.edu/cte/workshops/workshop_list/references/Yoder_%2
6_Hochevar.pdf
[12] Linn, R. L., and N. E. Gronlund. 2000. Measurement and assessment in
teaching. 8th ed. Englewood Cliffs, NJ: Merrill/Prentice Hall.
[13] Mantyla, K. (1999). Interactive distance learning exercises really work!
Alexandria, VA: American Society for Training and Development.
[14] Ormrod, J. E. 2000. Educational psychology: Developing Learners. 3rd
ed. Upper Saddle River, NJ: Merrill/Prentice Hall.
[15] Skinner, B. F. (1948). 'Superstition' in the pigeon. Journal of
Experimental Psychology, 38, 168-172. Retrieved from
http://psychclassics.yorku.ca/Skinner/Pigeon/
[16] UNC: Centre for Faculty Excellence, University of North Carolina
(2009). Classroom Activities for Active Learning. Retrieved from:
http://cfe.unc.edu/publications/fyc2.html.</p>
<p>[1] Astin, A.(1993) What Matters in College?; Four Critical Years
Revisited, Josey-Bass: San Francisco, CA.
[2] Barr, R. B. & Tagg, J. (1995, November/December). From teaching to
learning--a new paradigm for undergraduate education. Change
Magazine, 27 (6): 12-25. Retrieved from: http://www.ius.edu/ilte/
pdf/BarrTagg.pdf
[3] Bonwell C.C., and J. A. Eison, (1991) Active Learning: Creating
Excitement in the Classroom, ASHEERIC Higher Education Report No.
1. Retrieved from: http://www4.ncsu.edu/unity/lockers/users
/f/felder/public/Papers/Prince_AL.p df
[4] Centre for Teaching and Learning, University of Minnesota, (2008).
What is Active Learning? http://www1.umn.edu/ohr/teachlearn/tutorials/
active/what/index.html
[5] Chickering, A.W. and Gamson, Z.F. (1987). Seven principles for good
for good practice. AAHE Bulletin, 39(7), 3-7.
[6] Damodharan, V. S. and Rengarajan.V. (2007). Innovative Methods of
Teaching; Paper presented during the Learnig technologies & Maths
Middle East Conference at Sultan Qaboos University, Oman. Retrived
from:http://math.arizona.edu/~atpmena/conference/proceedings/Damodh
aran_Innovative_Methods.pdf
[7] Fayombo, G.A. (2012). Active learning strategies and student
learningoutcomes among some university students in Barbados. Journal
of Educational and Social Research, Special Issue, (2)9, 79 – 90.
Doi:10.5901/jesr.2012.v2n9p79. Available at: http://www.mcser.org/
images/stories/JESR-SpecialIssues/
jesr%202012%20special%20issue%20vol%202%20no%209%202012.p
df
[8] Halonen, J. S., Brown-Anderson, F., & McKeachie, W. J. (2002).
Teaching thinking. In W. J. McKeachie (Ed.), McKeachie’s teaching
tips: Strategies, research and theory for college and university teachers
(11th ed., pp. 284–290). Boston: Houghton-Mifflin.
[9] Gredler, M. E. 1999. Classroom assessment and learning. New York:
Longman
[10] Harasim, L., Starr, R. H., Teles, L. & Turnoff, M. (1997). Learning
networks: A field guide to teaching and learning online. Cambridge,
MA: Massachusetts Institute of Technology
[11] Yoder, J. D. and Catherine M. Hochevar (2005). Encouraging active
learning can improve students’ performance on examinations. Teaching
of Psychology, 32(2), 91- 95. Retrieved from:
http://www.vcu.edu/cte/workshops/workshop_list/references/Yoder_%2
6_Hochevar.pdf
[12] Linn, R. L., and N. E. Gronlund. 2000. Measurement and assessment in
teaching. 8th ed. Englewood Cliffs, NJ: Merrill/Prentice Hall.
[13] Mantyla, K. (1999). Interactive distance learning exercises really work!
Alexandria, VA: American Society for Training and Development.
[14] Ormrod, J. E. 2000. Educational psychology: Developing Learners. 3rd
ed. Upper Saddle River, NJ: Merrill/Prentice Hall.
[15] Skinner, B. F. (1948). 'Superstition' in the pigeon. Journal of
Experimental Psychology, 38, 168-172. Retrieved from
http://psychclassics.yorku.ca/Skinner/Pigeon/
[16] UNC: Centre for Faculty Excellence, University of North Carolina
(2009). Classroom Activities for Active Learning. Retrieved from:
http://cfe.unc.edu/publications/fyc2.html.</p>
@article{"International Journal of Business, Human and Social Sciences:53270", author = "Grace Adebisi Fayombo", title = "Active Learning Strategies and Academic Achievement among Some Psychology Undergraduates in Barbados", abstract = "This study investigated the relationships between the
active learning strategies (discussion, video clips, game show, role–
play, five minute paper, clarification pauses, and small group) and
academic achievement among a sample of 158 undergraduate
psychology students in The University of the West Indies (UWI),
Barbados. Results revealed statistically significant positive
correlations between active learning strategies and students’
academic achievement; so also the active learning strategies
contributed 22% (Rsq=0.222) to the variance being accounted for in
academic achievement and this was found to be statistically
significant (F(7,150) = 6.12, p < .05). Additionally, group work
emerged as the best active learning strategy and had the highest
correlation with the students’ academic achievement. These results
were discussed in the light of the importance of the active learning
strategies promoting academic achievement among the university
students.
", keywords = "Academic achievement, active learning strategies,
psychology, undergraduates.", volume = "7", number = "7", pages = "1974-5", }
