The effect of active learning on student characteristics in a human physiology course for nonmajors

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.