Title: Active learning effects on students' performance: a methodological proposal combining cooperative approaches towards improving hard and soft skills

Authors: Adriano Bressane; Vivian Silveira Dos Santos Bardini; Marianne Spalding

Addresses: Environmental Engineering Department, Institute of Science and Technology, São Paulo State University (UNESP), São José dos Campos City, Eng. Francisco José Longo Avenue, 777, Brazil ' Environmental Engineering Department, Institute of Science and Technology, São Paulo State University (UNESP), São José dos Campos City, Eng. Francisco José Longo Avenue, 777, Brazil ' Environmental Engineering Department, Institute of Science and Technology, São Paulo State University (UNESP), São José dos Campos City, Eng. Francisco José Longo Avenue, 777, Brazil

Abstract: 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.

Keywords: student skill; 21st-century skills; educational research; student-centred learning; Fast-300 method; TBL method; engineering education; higher education; student engagement; innovative education.

DOI: 10.1504/IJIL.2021.10034237

International Journal of Innovation and Learning, 2021 Vol.29 No.2, pp.154 - 165

Received: 04 Jul 2019
Accepted: 07 Jan 2020

Published online: 15 Dec 2020 *

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