Active Learning Strategies and Academic Achievement among Some Psychology Undergraduates in Barbados
Authors: Grace Adebisi Fayombo
This study investigated the relationships between the active learning strategies (discussion, video clips, game show, role– play, five minute paper, clarification pauses, and small group) and academic achievement among a sample of 158 undergraduate psychology students in The University of the West Indies (UWI), Barbados. Results revealed statistically significant positive correlations between active learning strategies and students’ academic achievement; so also the active learning strategies contributed 22% (Rsq=0.222) to the variance being accounted for in academic achievement and this was found to be statistically significant (F(7,150) = 6.12, p < .05). Additionally, group work emerged as the best active learning strategy and had the highest correlation with the students’ academic achievement. These results were discussed in the light of the importance of the active learning strategies promoting academic achievement among the university students.
Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1087215Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 3196
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