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Active Learning Strategies in Enhancing Learning among College Students
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Author(s): Caroline C. Chemosit (University of Kabianga, Kericho, Kenya), John K. Rugutt (Illinois State University, USA), Viviline Ngeno (University of Kabianga, Kericho, Kenya)and Dorothy Soi (University of Kabianga, Kericho, Kenya)
Copyright: 2015
Pages: 13
Source title:
Handbook of Research on Educational Technology Integration and Active Learning
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA)
DOI: 10.4018/978-1-4666-8363-1.ch010
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Abstract
This chapter explores the relationship between active learning strategies and skills and attributes that enhance learning (SAEL) among college students. Developing skills and attributes that enhance learning (SAEL) among college students is critical to student success and persistence in college. Additionally, SAEL help the students develop a sustained learning commitment while in college and after graduation. However, little evidence is there to show how higher education institutions are equipping students with SAEL. This study seeks to investigate if there is a relationship between active learning strategies (ALS) and SAEL. Secondary data from the 2007 National Survey of Student Engagement (NSSE) at a Midwestern state university in the USA were employed to examine the relationship between ALS and SAEL. The results of the analysis showed positive significant correlations between ALS and SAEL components, (p < 0.001). Multiple regression model showed that ALS predictor variables significantly predict SAEL, R2 = .196, R2adj = .188, F (7, 731) = 25.38, p < .001. The regression model accounts for 19.6% of variance in SAEL.
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