Enhanced student perceptions of learning and performance using concept-point-recovery teaching sessions: a mixed-method approach

International Journal of STEM Education

Chantal Levesque-Bristol¹  Hyun Jin Cho¹  Michael R. Melloch² 

[1] Center for Instructional Excellence, Purdue University, Young Hall, 155 S. Grant St, 47907, West Lafayette, IN, USA;School of Electrical and Computer Engineering, Purdue University, 465 Northwestern Ave, 47907-2035, West Lafayette, IN, USA;

关键词: Active learning;    Perceptions of learning;    Motivation;    Higher education;   

DOI  :  10.1186/s40594-021-00276-1

来源: Springer

【 摘 要 】

BackgroundActive learning pedagogy has recently received a great deal of attention, and many universities have attempted to create student-centered learning environments to improve students’ academic success. The purpose of this study is to explore the impact of concept-point-recovery (CPR) teaching sessions as an active learning strategy on students’ perceptions of the learning environment, motivation, and academic learning outcomes in an electrical engineering course. To investigate the effectiveness of CPR sessions, students’ perceptions of learning and their performance were compared to those of students in a control classroom. Finally, students’ written comments on the course and instructor were explored in further analysis.ResultsThe quantitative findings revealed that there was a significant change in students’ perceptions of learning after the CPR teaching sessions, and there was an increase in students’ perceptions and learning outcomes compared with those of the control group. In addition, the qualitative findings from students’ written feedback demonstrated that students felt that the instructor cared about students’ learning and success and that they had a positive learning environment.ConclusionsCPR teaching sessions can be an alternative model for instructors to connect with students and create supportive environments to help students achieve academic success, which in turn promotes the satisfaction of students’ basic psychological needs and self-determined motivation. Therefore, increasing students’ engagement in their learning processes and making connections with students through CPR teaching sessions can facilitate improvements in students’ motivation and academic success. How this new active learning technique can be applied to higher education is discussed.

【 授权许可】

CC BY