Abstract
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The purpose of this study was to evaluate the effectiveness of traditional and active lecture methods in higher-education courses. A multiple group convergent parallel mixed method design was used, with measurement of learning, attention, and student preference for active or traditional lecture methods. Six faculty at a public university in the northeast region of the United States engaged 178 undergraduate and graduate students in a traditional lecture session and an active lecture session during the Spring 2022 semester. Results indicated effectiveness of active and traditional lecture approaches (p < .05). Analysis of qualitative and quantitative data in the study provides additional information regarding student preference for active lecture based on perceptions of increased learning benefits, interaction/engagement, attention, activities, discussion, and the use of multimedia. In implementing both traditional and active lecture sessions this study employed pre-lecture and post-lecture quizzes that students found to be very beneficial to learning.
DOI
https://doi.org/10.26077/ba42-a5cc
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Klein, Kathleen; Calabrese, Jennifer; Aguiar, Adam; Mathew, Sunny; Ajani, Kimoni; Almajid, Rania; and Aarons, Jennifer
(2023)
"Evaluating Active Lecture and Traditional Lecture in Higher Education,"
Journal on Empowering Teaching Excellence: Vol. 7:
Iss.
2, Article 6.
DOI: [https://doi.org/]https://doi.org/10.26077/ba42-a5cc
Available at:
https://digitalcommons.usu.edu/jete/vol7/iss2/6
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Higher Education and Teaching Commons, Scholarship of Teaching and Learning Commons
