Preferences of first-year students in the Biological Processes 1 course for active or traditional methodologies in the health careers at the Latin University of Costa Rica
Keywords:
active methodology, traditional methodology, health education, health sciencesAbstract
The use of active teaching methodologies in Health Sciences offers many benefits; however, the evidence regarding student preference for courses that employ assessment based on these strategies is scarce and, at times, contradictory. The understanding of these preferences can enable the implementation of actions that improve academic performance and student perception. We conducted a quantitative observational study to determine the possible preference of students for courses that utilize assessment based on active versus traditional methodologies. The study was conducted with a sample of students from the Biological Processes course (first quarter, first year) in Health Sciences degree programs. An instrument featuring an eight-statement Likert scale was used to determine the possible preference for courses with active or traditional assessment. The study showed an error of 5.79% with a 95% confidence interval. The average score values assigned to each statement of the instrument by the participants were found in the range of 6.83-7.43, demonstrating a preference for courses employing active methodologies. These values showed no significant differences according to the student variables considered. Our results demonstrate the general preference of students for courses that employ assessment with active methodologies. This preference is more homogeneous than that reported by other studies. Evidence suggests that students perceive they better comprehend the content, better prepare for their future, and demonstrate that they learn more in courses with these methodologies. This contributes to understanding the possible scope and limitations of these teaching and assessment methodologies.
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