Active learning effects on students’ performance: A methodological proposal combining cooperative approaches towards improving hard and soft skills
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Empirical evidences on the benefits of cooperative learning at the higher education a still limited. This paper aims at verifying the hypothesis of improvement from the cooperative learning to students’ performance. Firstly, the Fast-300 based learning is introduced as a methodological proposal combining cooperative approaches. From a case study, analysis of variance was carried out comparing scores, before and after the application of Fast-300. Moreover, students’ perception of effect on theoretical understanding, communication, logical reasoning, and leadership, were collected using Likert-type scale. Then, an index was generated to measure the effect based on this perception. The results showed that the students’ performance after the application of Fast-300 had a statistically significant improvement. In addition, the students’ perception indicated enhancement of the skills evaluated. In conclusion, the Fast-300 can be considered a promising alternative for improving both hard and soft-skills. Future studies may evaluate the effects on cognitive permanence, emotional effects, among other skills.
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21st-century skills, Educational research, Engineering education, Fast-300 method, Higher education, Innovative education, Student engagement, Student skill, Studentcentred learning, TBL method
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International Journal of Innovation and Learning, v. 29, n. 2, p. 154-165, 2021.
