Active Learning Strategies and Student Learning Outcomes Among Some University Students in Barbados

Abstract

Active learning is a crucial component in the learning process; the learner needs to be actively engaged
during the lecture for effective learning to take place. This study therefore investigated the relationships
between the active learning strategies (discussion, video clips simulation, game show, role – play, five
minute paper, clarification pauses, group work) and the students’ learning outcomes (SLOs) among a
sample of 158 undergraduate psychology students in The University of the West Indies, Barbados. They
responded to Active Learning Strategies Questionnaire and Student Learning Outcomes Assessment Scale.
Results revealed statistically significant positive correlations between active learning strategies and student
learning outcomes; so also the active learning strategies contributed 14% (Rsq= 0.139) to the variance
being accounted for in student learning outcomes and this was found to be statistically significant (F
(1,156) = 25.23, p < .05). Additionally, video - clips simulation emerged as the best active learning strategy
and had the highest correlations with student learning outcomes (r=0.340, p<0.05). These results were
discussed in the light of the importance of the active learning strategies promoting learning among the
university students.