The Challenge of Increasing the Effectiveness of Learning by Using Active Methodologies

Diego Vergara, Maximiliano Paredes-Velasco, Carmen Chivite and Pablo Fernández-Arias
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Diego Vergara: Technological Department, Universidad Católica de Avila (UCAV), 05005 Avila, Spain
Maximiliano Paredes-Velasco: Department of Computing and Statistics, Universidad Rey Juan Carlos (URJC), 28933 Madrid, Spain
Carmen Chivite: Department of Nursing, Universidad Católica de Avila (UCAV), 05005 Avila, Spain
Pablo Fernández-Arias: Technological Department, Universidad Católica de Avila (UCAV), 05005 Avila, Spain

Sustainability, 2020, vol. 12, issue 20, 1-16

Abstract: One of the most important objectives of the Sustainable Development Goals (SDGs) is quality education, which is related to reducing school dropouts. To this end, the use of active learning methodologies improves the motivation, facilitating the learning process and, hence, reducing the dropouts. The present study proposes a methodological approach based on collaborative learning, titled: Presentation–Questions–Answers (PQA). The aim of the research is to determine whether the use of a collaborative learning methodology affects the motivation and learning of students studying theoretical content. An analytical experimental linear study was developed, whereby students were distributed across two groups, (i) a control group, which employed a lecture-based traditional approach, and (ii) an experimental group, which employed a collaborative methodology. Pre-and post-tests were carried out to assess the knowledge and motivation of students using the Situational Motivation Scale (validated scale) and a specific knowledge scale. Improvement was found in the effectiveness of the experimental group regarding the control group, with findings showing that the group utilizing the collaborative methodology acquired 64% more knowledge than the control group during the same period. However, no significant changes were found in either the intrinsic or the extrinsic motivation of the students in either group. The results prove that the use of collaborative learning maintains students’ motivation and is more effective than lecture-based methods in learning theoretical content.

Keywords: collaborative learning; motivation; quality education; theoretical subjects; active learning (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
References: View complete reference list from CitEc
Citations: View citations in EconPapers (7)

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