Students’ Attitude Toward Active Learning in Health Science Education: The Good, the Challenges, and the Educational Field Differences

Abstract

Active learning is an important shift in pedagogical paradigms in recent decades. Previous studies establish many benefits from this learning strategy. However, an implementation is challenging. This study aimed to clarify an explanation of the benefits and challenges of active learning from various educational field students’ perspectives. This study was conducted in a general education course at Chulalongkorn University. Underpinning with a mixed-method study, 22 undergraduates were interviewed in a focus group study. Results were analyzed with deductive thematic analysis and contributed to 23 items in close-ended questionnaires for a cross-sectional quantitative survey study. Notably, 222 undergraduates revealed their attitude toward active learning including benefits and challenges. Quantitative data were analyzed with analytical statistics including the Mann-Whitney U test, and these results are supported by thick descriptions derived from the qualitative data. This study revealed students’ attitude in benefits of active learning dividing into cognitive domain, student efficacy, and 21st century skills, and also challenges of active learning in teachers, students, and pedagogical aspects. Health science undergraduates tended to agree that active learning exposure enhances effective active learning than non-health science undergraduates (U = 2843, p = 0.029). An educational theory is also discussed with these results, and an educational implication to achieve an effective learning strategy is presented in this study.

Correlation Between the Tahfiz Al-Qur'an Program and Students' Emotional Intelligence at MAS Muallimin UNIVA Medan

“…The findings of this study support the findings of many previous studies, such as Leksuwankun et al (2022), Puspitacandri et al (2020), and Rayung and Ambotang, (2018), which discovered a strong association between intellect and emotional quotient, showing that a high EQ would result in good performance. People who have emotional intelligence are capable of monitoring and managing their emotions and using them to motivate good deeds.…”

Literature review on the benefits and challenges of active learning on students’ achievement

“…Generally, 34 benefits of active learning were proven to have a substantial influence on the achievement of the student, directly or indirectly. As proposed by (Leksuwankun et al, 2022) in their investigation, the effects of active learning are split into active learning challenges, student efficacy and 21st-century skills, as well as cognitive domains among students, which can be then classified as per similarities and characteristics. The research employed the categories proposed by (Leksuwankun et al, 2022) because their research possesses more relevant to the student context and learning, which includes a wide range of benefits and challenges.…”

“…As proposed by (Leksuwankun et al, 2022) in their investigation, the effects of active learning are split into active learning challenges, student efficacy and 21st-century skills, as well as cognitive domains among students, which can be then classified as per similarities and characteristics. The research employed the categories proposed by (Leksuwankun et al, 2022) because their research possesses more relevant to the student context and learning, which includes a wide range of benefits and challenges. Evidently, "improved academic performance" is the most frequently examined benefit with 25 studies in total, followed by "improved achievement" with 17 studies in total.…”

“…For instance, students might not have sufficient time to study or maybe juggling several tasks at once. Moreover, they possess an inadequate amount of knowledge about learning participation in the classroom and struggle to actively make the most of the allotted time (Leksuwankun et al, 2022). Students will also be discouraged when the activities they have planned cannot be completed on time due to time constraints ( Heong et al, 2016).…”

Aprendizaje activo como modelo de enseñanza en ciencias de la salud

“…De esta manera se sitúa a los alumnos en una posición para la ejecución de tareas y, a la vez, tomando conciencia de lo que se está haciendo, donde podrán involucrarse profundamente en la realización de una clase y otorgarán significado a lo aprendido, lo que, en términos de dominio cognitivo, desarrolla habilidades de orden superior, como la comprensión, el análisis crítico, la resolución de problemas, la síntesis y la evaluación (2). Diversos estudios han demostrado la efectividad de la aplicación de estrategias de aprendizaje activo en ciencias de la salud mediante diversas actividades, mejorando significativamente el rendimiento académico, la creatividad, el pensamiento crítico, la motivación, la confianza, la responsabilidad, las habilidades de colaboración y comunicación y el aprendizaje a largo plazo, entre otros aspectos (3)(4)(5). A pesar de existir estudios de carácter cuantitativo y cualitativos que avalen su aplicación en ciencias de la salud y otras áreas del conocimiento, es necesario planificar con anterioridad la utilización de tales estrategias en el aula, ya que estas dependerán de las metas, objetivos o resultados de aprendizaje a lograr.…”