Effect of an active learning methodology combined with formative assessments on performance, test anxiety, and stress of university students

Abstract

The aim of this study was to evaluate the effect of an active methodology combined with a lecture on undergraduate student learning and levels of stress and anxiety. The active learning methodology consisted of a lecture of 50-min duration, study at home with a textbook, an educational game activity, and three formative assessments on the topic of the cardiac cycle. In a following class, the students provided saliva samples to evaluate their levels of stress, received an anxiety test, and then undertook an exam to assess their understanding of the cardiac cycle. The traditional teaching methodology consisted of two lectures (∼2-h duration) on blood pressure control systems, delivered orally. In the third class, the students provided saliva samples, received an anxiety test, and then undertook an exam to assess their understanding of blood pressure control systems. The level of stress was assessed with the concentrations of the stress biomarkers cortisol and alpha-amylase in saliva. Anxiety was assessed with the State-Trait Anxiety Inventory (STAI) questionnaire. The students achieved significantly higher average scores in exams when the active learning strategy was applied compared with the use of traditional theoretical classes. The active methodology resulted in significantly lower levels of stress and anxiety, as well as improved student performance, compared with the use of traditional lectures.

Effect of Optional Assessments on Student Engagement, Learning Approach, Stress, and Perceptions of Online Learning during COVID-19

“…Some strategies for effective stress management, such as social support, have been more difficult or impossible during the COVID-19 pandemic (Clabaugh et al, 2021;Rogowska et al, 2020), which could provide another explanation for the proportion of students identifying the contribution of academic stress to their overall stress levels. Other studies have demonstrated that active learning strategies, including group learning or a flipped classroom, can be used as an intervention to reduce student stress (Cardozo et al, 2020;Venton & Pompano, 2021). In the current study, however, perceived student stress remained unchanged despite the use of an active learning strategy (i.e., online discussion board engagement assessments using case studies).…”

“…Engagement with the course can be improved using small online learning activities or other active learning strategies (Beauchamp, Newton, & Monk, 2021;Hamann et al, 2012). For example, problem solving in small groups or group discussion activities, have been demonstrated to reduce academic stress by engaging students with the course content and encouraging collaboration between students (Cardozo et al, 2020;Venton & Pompano, 2021). Allowing students to choose to participate in assignments has been demonstrated to further improve engagement (Gillis & Krull, 2020;Hanewicz, Platt, & Arendt, 2017).…”

Cardiac Cycle Puzzle: Development and Analysis of Students’ Perception of an Online Digital Version for Teaching Cardiac Physiology

“…and the students feel a sense of reward for solving the puzzle (Michalewicz et al 2011;Cardozo et al 2016), as well as when the answers to each question is correct. This serious game can be used as a complementary strategy (Marcondes et al 2015), after the lecture, or as an active learning method by replacing a lecture (Cardozo et al 2016;2020a). In both cases, the aim of the cardiac puzzle is to help the students to integrate previous knowledges in order to understand how the morphological and physiological characteristics of the heart contribute to the continuous pumping of blood.…”

“…It is a simple and inexpensive game that has been used as an active teaching strategy and was considered useful for learning by students from Dentistry, Medicine, Biology, Nursing and Pharmacy undergraduate courses (Marcondes et al 2015). Besides that, when the puzzle replaced part of the lecture, it increased learning (Cardozo et al, 2016), and reduced test anxiety and stress in dental students (Cardozo et al, 2020a). Considering the good acceptance of the printed puzzle by students and professors, its online version has been developed as a digital educational tool.…”

Prevalência de ansiedade entre estudantes de Farmácia em períodos de avaliações de rendimento acadêmico em Universidade privada na cidade de São Paulo, Brasil

“…A ansiedade também está relacionada com hábitos de estudo e estratégias de aprendizagem, pois os estudantes altamente ansiosos demonstram baixo desempenho escolar. Esse fato pode ser justificado por dois fatores: deficiências nos hábitos de estudo e nas estratégias de aprendizagem utilizadas pelos professores (Costa & Boruchovitch, 2004;Cardozo et al, 2020).…”