HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS		QUICK SEARCH:   [advanced] Author: Keyword(s): Year:  Vol:  Page:

This Article Full Text Full Text (PDF) Submit a response Alert me when this article is cited Alert me when eLetters are posted Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in Web of Science Similar articles in PubMed Alert me to new issues of the journal Download to citation manager Citing Articles Citing Articles via HighWire Citing Articles via Web of Science (9) Citing Articles via Google Scholar Google Scholar Articles by Wilke, R. R. Search for Related Content PubMed PubMed Citation Articles by Wilke, R. R.

HOW WE TEACH

THE EFFECT OF ACTIVE LEARNING ON STUDENT CHARACTERISTICS IN A HUMAN PHYSIOLOGY COURSE FOR NONMAJORS

Biology Department, Angelo State University, ASU Station, San Angelo, Texas 76909

This study investigated the effect of active-learning strategies on college students’ achievement, motivation, and self-efficacy in a human physiology course for nonmajors. Variables were studied via a quasi-experimental, Solomon four-group design on 141 students at a small west-Texas university. Treatment groups were taught using a continuum-based, active-learning model implemented over the course of a semester. Control groups were taught using traditional didactic lecture methods. To assess the effects of the continuum-based active learning strategies, students were administered a comprehensive physiology content exam, the Motivated Strategies for Learning Questionnaire, and attitude surveys. Factorial analyses indicated that the treatment groups acquired significantly more content knowledge and were significantly more self-efficacious than students in the control groups. There were no significant differences in motivation. Attitude surveys indicated that students in both the treatment and control groups demonstrated a positive attitude toward active learning, believed it helped (or would help) them to learn the material, and would choose an active learning course in the future.

Key words: achievement; motivation; self-efficacy; college science teaching; Solomon four-group design

This article has been cited by other articles:

				N. Matsuki, M. Takeda, M. Yamano, Y. Imai, T. Ishikawa, and T. Yamaguchi Effects of unique biomedical education programs for engineers: REDEEM and ESTEEM projects Advan Physiol Educ, June 1, 2009; 33(2): 91 - 97. [Abstract] [Full Text] [PDF]

				L. A. Silveira Experimenting with Spirituality: Analyzing The God Gene in a Nonmajors Laboratory Course CBE Life Sci Educ, March 1, 2008; 7(1): 132 - 145. [Abstract] [Full Text] [PDF]

				H. Ernst and K. Colthorpe The efficacy of interactive lecturing for students with diverse science backgrounds Advan Physiol Educ, March 1, 2007; 31(1): 41 - 44. [Abstract] [Full Text] [PDF]

				P. M. Vanderburgh OPEN-BOOK TESTS AND STUDENT-AUTHORED EXAM QUESTIONS AS USEFUL TOOLS TO INCREASE CRITICAL THINKING Advan Physiol Educ, September 1, 2005; 29(3): 183 - 184. [Full Text]

				D. B. Luckie, J. J. Maleszewski, S. D. Loznak, and M. Krha Infusion of collaborative inquiry throughout a biology curriculum increases student learning: a four-year study of "Teams and Streams" Advan Physiol Educ, December 1, 2004; 28(4): 199 - 209. [Abstract] [Full Text] [PDF]