IDEAS home Printed from https://ideas.repec.org/a/gam/jsusta/v12y2020i20p8702-d431906.html
   My bibliography  Save this article

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

Author

Listed:
  • 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)

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.

Suggested Citation

  • Diego Vergara & Maximiliano Paredes-Velasco & Carmen Chivite & Pablo Fernández-Arias, 2020. "The Challenge of Increasing the Effectiveness of Learning by Using Active Methodologies," Sustainability, MDPI, vol. 12(20), pages 1-16, October.
  • Handle: RePEc:gam:jsusta:v:12:y:2020:i:20:p:8702-:d:431906
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2071-1050/12/20/8702/pdf
    Download Restriction: no

    File URL: https://www.mdpi.com/2071-1050/12/20/8702/
    Download Restriction: no
    ---><---

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Ján Záhorec & Alena Hašková & Roman Hrmo, 2022. "Concept Mapping in Teaching Mathematics in Slovakia: Pedagogical Experiment Results," Mathematics, MDPI, vol. 10(12), pages 1-28, June.
    2. Diego Vergara-Rodríguez & Álvaro Antón-Sancho & Pablo Fernández-Arias, 2022. "Variables Influencing Professors’ Adaptation to Digital Learning Environments during the COVID-19 Pandemic," IJERPH, MDPI, vol. 19(6), pages 1-20, March.
    3. Víctor Arufe Giráldez & Alberto Sanmiguel-Rodríguez & Oliver Ramos Álvarez & Rubén Navarro-Patón, 2022. "Can Gamification Influence the Academic Performance of Students?," Sustainability, MDPI, vol. 14(9), pages 1-17, April.
    4. Rita Silva & Cláudio Farias & Isabel Mesquita, 2021. "Cooperative Learning Contribution to Student Social Learning and Active Role in the Class," Sustainability, MDPI, vol. 13(15), pages 1-18, August.
    5. José Salvador Blasco-Magraner & Gloria Bernabe-Valero & Pablo Marín-Liébana & Carmen Moret-Tatay, 2021. "Effects of the Educational Use of Music on 3- to 12-Year-Old Children’s Emotional Development: A Systematic Review," IJERPH, MDPI, vol. 18(7), pages 1-29, April.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jsusta:v:12:y:2020:i:20:p:8702-:d:431906. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.