Exploring the laboratory-based learning model to improve students' outcomes on Learning for Autism course

Abstract

Many courses in higher education require real practice so that students can master the expected skills. Practice through lab-based learning is one that is recommended. The aim of this research is to determine the impact of laboratory-based learning on learning in autism learning courses. This research applies a quantitative research approach with a pre-experimental research design with a one group pre-test post-test design. The research involved twenty-five students taking part in laboratory learning over four meetings. The learning impact is measured from the pre-test and post-test scores which are analyzed non-parametrically using the Wilcoxon Test and a perception questionnaire regarding laboratory-based learning. The Wilcoxon test results show differences in the pre-test and post-test results. This indicates that laboratory-based learning has an impact on student learning outcomes. Furthermore, the results of the questionnaire analysis showed that students enjoyed learning in the laboratory and the majority felt that learning in the laboratory was useful, even though it required longer preparation. The results of this research can be a basis for developing laboratory-based learning models in other courses.