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EFFECTS OF HIGH-UTILITY ACTIVE LEARNING STRATEGIES FOLLOWED BY REFLECTION QUESTIONS USED IN AN INTRODUCTORY UNDERGRADUATE BIOMECHANICS COURSE

S Takahashi

Abstract

Shinya Takahashi1

1University of Nebraska-Lincoln

Active learning strategies on students’ knowledge gains in undergrad science courses have shown positive impacts on students’ learning. In the current investigation, students’ mastery of learning was examined based on the active learning strategies in an undergraduate introductory Biomechanics course at a four-year college. Biomechanical Concept Inventory (BCI) pre and post scores collected from the fall of 2022 (fall22) semester in the undergraduate introductory biomechanics course without intentional active learning strategies were compared to those from the same class offered in the spring of 2023 (sp23) where active learning strategies were intentionally introduced almost every class periods. PURPOSE: To examine the effects of high-utility active learning strategies used in an introductory undergraduate biomechanics course. METHODS: A total of 39 students and 36 students completed the biomechanics courses in the fall22 and the sp23 respectively. The active learning strategies (e.g., Think-Pair-Share, interactive website, working on sample questions as a small group, etc.) were intentionally used in the spring course almost every class period. The pre and post BCI scores were examined for the effectiveness of the active learning strategies. In addition, the reflection survey was conducted at the end of each semester. RESULTS: An independent two samples t-test revealed that post BCI scores between fall22 and sp23 on the knowledge of biomechanical concepts scores were statistically significant between fall22 (M =11.62, SD = 2.05, n = 39) and sp23 (M = 14.21, SD = 3.76, n = 34), t(66) = -3.12, p < 0.02 (1 tail) ). CONCLUSION: The high-utility active learning strategies made a significant difference based on the post BCI scores between the two groups. The post reflection survey results also supported that the students in sp22 group provided more positive feedback regarding the course format they received.

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