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

Registro completo de metadados
MetadadosDescriçãoIdioma
Autor(es): dc.contributorUniversidade Estadual de Campinas (UNICAMP)-
Autor(es): dc.contributorUniversidade Estadual Paulista (Unesp)-
Autor(es): dc.creatorCardozo, Lais Tono-
Autor(es): dc.creatorCarvalho, Maeline Santos Morais-
Autor(es): dc.creatorCosta, Rafaela-
Autor(es): dc.creatorLima, Patricia Oliveira de-
Autor(es): dc.creatorMarcondes, Fernanda Klein-
Autor(es): dc.creatorAzevedo, Maria Antonia Ramos de [UNESP]-
Data de aceite: dc.date.accessioned2022-02-22T00:52:36Z-
Data de disponibilização: dc.date.available2022-02-22T00:52:36Z-
Data de envio: dc.date.issued2021-06-25-
Data de envio: dc.date.issued2021-06-25-
Data de envio: dc.date.issued2019-12-31-
Fonte completa do material: dc.identifierhttp://dx.doi.org/10.1152/advan.00075.2020-
Fonte completa do material: dc.identifierhttp://hdl.handle.net/11449/208168-
Fonte: dc.identifier.urihttp://educapes.capes.gov.br/handle/11449/208168-
Descrição: dc.descriptionThe 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.-
Descrição: dc.descriptionDepartment of Biosciences Piracicaba Dental School University of Campinas-
Descrição: dc.descriptionDepartment of Education Institute of Biosciences Saão Paulo State University (UNESP)-
Descrição: dc.descriptionDepartment of Education Institute of Biosciences Saão Paulo State University (UNESP)-
Formato: dc.format744-751-
Idioma: dc.languageen-
Relação: dc.relationAdvances in Physiology Education-
???dc.source???: dc.sourceScopus-
Palavras-chave: dc.subjectactive learning-
Palavras-chave: dc.subjectactive methodologies-
Palavras-chave: dc.subjecteducational game-
Palavras-chave: dc.subjectformative evaluation-
Palavras-chave: dc.subjectstress-
Título: dc.titleEffect of an active learning methodology combined with formative assessments on performance, test anxiety, and stress of university students-
Tipo de arquivo: dc.typelivro digital-
Aparece nas coleções:Repositório Institucional - Unesp

Não existem arquivos associados a este item.