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Related Experiment Videos

Student performance and perceptions of a lecture-based course compared with the same course utilizing group

D A Lake1

  • 1Department of Physical Therapy, Armstrong Atlantic State University, 11935 Abercorn St, Savannah, GA 31419, USA. lakedavi@mail.armstrong.edu

Physical Therapy
|March 27, 2001
PubMed
Summary

Physical therapist students achieved higher grades in active learning sections but perceived learning less compared to traditional lectures. This highlights a disconnect between performance and perception in active learning environments.

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Area of Science:

  • Medical Education
  • Physiology Education
  • Health Professions Education

Background:

  • Self-directed learning is crucial for reflective clinical practice.
  • Active learning strategies are increasingly integrated into health professions curricula.

Purpose of the Study:

  • To compare student learning outcomes and perceptions between active learning and lecture-based sections of a physiology course.
  • To assess student perceptions of course effectiveness, instructor quality, difficulty, and amount learned.

Main Methods:

  • 170 physical therapist students participated in three sections of a physiology course.
  • Course grades and teacher-course evaluations were compared between active learning and lecture sections.
  • Statistical analysis included Kruskal-Wallis and Mann-Whitney U tests.

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Main Results:

  • Students in active learning sections achieved higher course grades than those in the lecture section.
  • Despite higher grades, students in active learning sections perceived they learned less.
  • Perceptions of course and instructor effectiveness were lower in active learning sections.

Conclusions:

  • Physical therapist students demonstrated improved academic performance in active learning environments.
  • A discrepancy exists between objective performance and subjective learning perception in active learning settings.
  • Students perceived lower course and instructor effectiveness despite better academic outcomes in active learning.