Effect of an active learning methodology combined with formative assessments on performance, test anxiety, and stress of university students

Página do item simplificado
dc.contributor.authorCardozo, Lais Tono
dc.contributor.authorCarvalho, Maeline Santos Morais
dc.contributor.authorCosta, Rafaela
dc.contributor.authorLima, Patricia Oliveira de
dc.contributor.authorMarcondes, Fernanda Klein
dc.contributor.authorAzevedo, Maria Antonia Ramos de [UNESP]
dc.contributor.institutionUniversidade Estadual de Campinas (UNICAMP)
dc.contributor.institutionUniversidade Estadual Paulista (Unesp)
dc.date.accessioned2021-06-25T11:07:35Z
dc.date.available2021-06-25T11:07:35Z
dc.date.issued2020-01-01
dc.description.abstractThe aim of this study was to evaluate the effect of an active methodology combined with a lecture on undergraduate student learning and levels of stress and anxiety. The active learning methodology consisted of a lecture of 50-min duration, study at home with a textbook, an educational game activity, and three formative assessments on the topic of the cardiac cycle. In a following class, the students provided saliva samples to evaluate their levels of stress, received an anxiety test, and then undertook an exam to assess their understanding of the cardiac cycle. The traditional teaching methodology consisted of two lectures (~2-h duration) on blood pressure control systems, delivered orally. In the third class, the students provided saliva samples, received an anxiety test, and then undertook an exam to assess their understanding of blood pressure control systems. The level of stress was assessed with the concentrations of the stress biomarkers cortisol and alpha-amylase in saliva. Anxiety was assessed with the State-Trait Anxiety Inventory (STAI) questionnaire. The students achieved significantly higher average scores in exams when the active learning strategy was applied compared with the use of traditional theoretical classes. The active methodology resulted in significantly lower levels of stress and anxiety, as well as improved student performance, compared with the use of traditional lectures.en
dc.description.affiliationDepartment of Biosciences Piracicaba Dental School University of Campinas
dc.description.affiliationDepartment of Education Institute of Biosciences Saão Paulo State University (UNESP)
dc.description.affiliationUnespDepartment of Education Institute of Biosciences Saão Paulo State University (UNESP)
dc.format.extent744-751
dc.identifierhttp://dx.doi.org/10.1152/advan.00075.2020
dc.identifier.citationAdvances in Physiology Education, v. 44, n. 4, p. 744-751, 2020.
dc.identifier.doi10.1152/advan.00075.2020
dc.identifier.issn1522-1229
dc.identifier.issn1043-4046
dc.identifier.scopus2-s2.0-85096456654
dc.identifier.urihttp://hdl.handle.net/11449/208168
dc.language.isoeng
dc.relation.ispartofAdvances in Physiology Education
dc.sourceScopus
dc.subjectactive learning
dc.subjectactive methodologies
dc.subjecteducational game
dc.subjectformative evaluation
dc.subjectstress
dc.titleEffect of an active learning methodology combined with formative assessments on performance, test anxiety, and stress of university studentsen
dc.typeArtigo
unesp.author.orcid0000-0001-6326-057X[5]

Arquivos

Coleções

Artigos - Educação - IBRC