ACTIVE LEARNING ENHANCE STUDENTS

INTEREST IN LEARNING

Submitted by

Madiha Riaz

In the partial Fulfillment for the Degree of

BScN (Post RN)

Lahore School of Nursing

THE UNIVERSITY OF LAHOREMarch 2014 – May 2014

1

DEDICATION

This project effort is dedicated to my beloved parents

and honorable teachers whose encouragements and loyalty

to my best interests and willing sacrifices have been

such great factors in obtaining for me an education of

much value.

2

Madiha Riaz

PBSN02123008

The University of LahoreLahore School of Nursing

Undertaking

I Miss Madiha Riaz Reg. no. Pbsn02123008 declare that

the contents of my thesis entitled "Active Learning

enhance Students’ Interest in Learning “ are based on

my own research findings and have not been taken from

3

any other work except the references and has not been

published before. I also undertake that I will be

responsible for any plagerization in this thesis.

Madiha Riaz

PBSN02123008

Acknowledgements

My special thanks to Almighty Allah Who gave me courage to

accomplish this work. My grateful thanks are extended to all

those whose support, and inspiration have assisted me to complete

this project. I wish to acknowledge the following individuals for

their significant contribution and involvement in my study, Mr.

4

M. Afzal, my principal and supervisor for continuous support,

guidance and motivation; my facilitator Mr. M. Hussain and Miss

Fazeelat Tahira, my preceptor, for their efforts in revising,

studying, condemning and commenting on my study. My special

thanks to my preceptor Miss Fazeelat Tahira who provide me

guidance. I would like also to thanks my teachers Mrs. Farzana,

Mr. Shahid, Miss kanwal Fatima and all other teachers for their

continuous assistance to me in different issues during the entire

period of my study and I also want to say thanks to Professor

Javaid Iqbal; Head of Department of Pharmacy, and Professor Dr.

M. H. Kazi; Director of IMBB Department for warm welcome to

collect data from their department.

I am also grateful to the library services, my friends and

my parents for all their practical support and encouragements.

At last I would like to thank all those students who

passionately took part in this study.

5

Madiha

Riaz

PBSN02123008

6

LIST Page No.Abbreviations 6CHAPTER 1

Abstract

7

CHAPTER 2

Introduction

8

CHAPTER 3

Literature Review

9-10

CHAPTER 4

Material & Method

11

CHAPTER 5

Results

13-22

CHAPTER 6

Discussion

23-24

CHAPTER 7

Conclusion

25

Recommendations 26 References 27

APPENDIXES 28

Appendix-1 (questionnaire) 228-29

CONTENTS

Abbreviations

LSN: Lahore School of Nursing

IMBB: Institute of Molecular Biology and

Biotechnology

AL: Active Learning

CS: Case Study

V: Video

FT: Field Trips

SPSS: Statistical package for social sciences

7

CHAPTER 1

Abstract:Background:

Active learning is a need of hour to keep students engaged in

learning because various studies proved that during one hour

lecture students’ attention start distracting after 20-30

minutes. This present study is conducted to see whether active

learning such as case studies, videos and field trips helped to

keep students’ engaged in learning or not.

Methodology:

A Descriptive survey study done on students of University of

Lahore. The sample was composed of 100 students of different

8

departments in 2014. A self- administered questionnaire tool used

to collect data on basis of convenience sampling method.

Result:

89.5% students for Case studies, 89.25% for videos and 93% for

field trips are agreed upon that these three strategies as a

source of active learning attract them towards learning and

enhance their concentration in learning by creating curiosity,

motivation and excitement among them.

Conclusion:

Case studies, videos, field trips are very useful forms of active

learning for students. These promote students’ interest in

learning, help them to retain information for longer period and

get new ideas about learning things. So it is essential to

support these forms of active learning and consider their needs

in building students’ interest.

Key Words:

Active learning, interest, case study, video, field trip.

9

CHAPTER 2

Introduction:

"Tell me and I'll forget; show me and I may remember; but

directly include me, and I'll make it my own.” (Confucius)

Confucius this statement prove that people learn more when they

perform with their own hands and active learning is a best way to

learn with manipulation of information.

Active learning best defined by Bell,D.& Kahrhoff,J.(2006)

“Active Learning is a process wherein students are actively

engaged in building, understanding of facts, ideas, and skills

through the completion of instructor directed tasks and

activities.”

And “Interest is a quality that attracts someone’s’ attention

and makes them want to get more about something or to be involved

in something” (Merriam dictionary).

So active learning is defined as anything through which students

actively participate in studies, involve with the learning

material, take part in the class, and collaborate with each other

to learn new things with enthusiasm, attention, concentration

excitement. As interest is a feature that draws student’s

attention and prepare them for learning about something or

involved in studies.

10

To grasp students’ attention and develop their interest in

learning lot of active learning strategies are used by teachers

like class discussion, think pair share, short written exercises,

students’ debates, videos, collaborative learning groups, case

studies, field trips etc. Among these lot of active learning

approaches, in this study researcher is using three forms as case

studies, videos and field trips to check their impact on

students’ interest in learning. As these approaches of active

learning play an important role in building students’ interest in

learning by creating excitement among students, preparing them to

learn more actively and develop skills in critical and creative

thinking and help the students to retain important material,

concepts, and skills. So active learning is the comprehensive and

most inclusive learning principle.

Case studies is a model that contains a sufficient level of

detail for the learning and teaching purpose “Case studies are a

student-centered approach that can be used to promote autonomous

learning (Backx, 2008). Case study is a representation rather than

a description because it does not have to be text-based and it

can contain multiple resources. Greenhalgh (2007) said that

“Cases can be used for a range of purposes such as to illustrate

best practice, apply tools, invite discussion, facilitate

decision making and develop skills in critical and creative

thinking” So case study is a method of teaching which enables

students’ abilities to get access and hold information and

enhance their concentration in learning. It provides students

11

with an opportunity to process course material and allow them to

practice important skills, such as collaboration, builds self-

esteem through conversations with other students. Case studies

create curiosity among students and make them more eager to learn

and understanding of real cases and enjoyment of topic motivates

them to learn.

Videos as an illustration of active learning also develop

students’ interest in learning because most students love to

watch movies. The video helps the students to understand what

they are learning at the time in an alternative presentation

mode. Students show more interest and engagement because videos

make learning session more interactive and enhance students’

excitement and motivation to learn from and retain information

from the lesson. Through videos Students put more concentration &

attention in learning and they get different ideas about what is

important to learn.

Field trips. “Taking students outside of the traditional

classroom on a carefully designed educational field trip can

achieve a wide range of powerful learning outcome” (DeWitt &

Storks dieck, 2008). Field trips are a great way to bring

excitement and adventure to learning as these grasp student’s

attention by providing a chance to get out of the class &

experience something new so offer a clear opportunity for

students to create strong reliable connections between

theoretical academic material and their own life experiences.

Field trips also enhance students’ participation in learning

12

because students get real world experiences and enjoy both

educational and recreational chances.

Objective:

To determine whether active learning in the form of case

study, video and field trips have any contribution to enhance

students’ interest in learning.

CHAPTER 3

Literature Review:

Active learning enhance student’s participation in class and

improve their abilities to think and collaboration with each

other. According to Brook field studies in 2005 active learning

helps students discover a variety of perspectives, it increases

intellectual abilities, it develops habits of collaborative

learning, it helps students develop skills of creation and

integration, and it leads to revolution. Hoellwarth & Moelter

apply active learning techniques on Physics students in 2011 and

assess their performance and interest. It was found that student

learning improved 38 percent points, from around 12% to over 50%,

as measured by the Force Concept Inventory, which has become the

standard measure of student learning in physics courses.

13

Distinctive studies was carried out on active learning

provisions in classrooms and students interest and performance

and it was discovered that people shoed greeter interest and

great performance where active learning in systems were connected

e.g. in an overview investigation of present and past learners of

physiology gives confirmation of their solid inclination for

consideration of case studies and related basic intuition

exercises inside the conventional address group. Little gathering

exercises based upon genuine cases can support learners to create

understanding of physiology ideas and to push early and more term

enthusiasm toward physiology.

Ahmad, K. A., Malik, F. Y., & Hulbert, J. R. (2012).

As indicated by Dr. David Devraj Kumar teacher of science

training Interactive feature innovation has arrived at new

statures in giving stays to issue based adapting in science.

Feature are cognitive instruments for PBL with the possibility to

help enhance classroom drills in science. Scholar conclusions

incorporate dynamic engagement in taking in, enhanced taking in,

higher practicality toward oneself, and more person cooperation

in taking in science. Be that as it may, more longitudinal

studies are required in a test-driven training framework. What's

more, somewhere else to focus long-run adequacy of videos. Videos

are additionally a huge source to draw learners' consideration to

taking in. The utilization of videos to upgrade showing and

taking in supplements conventional methodologies to taking in.

14

Successful guideline constructs connects between people's

information and the taking in destinations of the course.

According to an essay on benefits of using videos in

classrooms, use of videos to enhance learners outcome by involves

students, aids student retaining of knowledge, provokes interest

in the subject matter, and illustrates the relevance of many

concepts. Video provides a means of interactive education and is

a very elastic medium. Having the ability to stop, start and

rewind is undeniably valuable. It provides the option to stop

each video and challenge students to forecast the conclusion of a

demonstration, and intricate on, or argument a point of ancient

situation.

www.Zeneeducation.com

According to Shakil, A. F., Faizi, W. U. N. & Hafeez, S. (2011),

study on importance of field trip in education, educational field

trips are a great way to create a student’s interest in a

subject. The things students see and practice on field trips can

increase their enthusiasm and eagerness for learning. These

greatly boost the students understanding of things and grip of a

subject information.

15

CHAPTER 4

Research Design & Methodology:A descriptive cross sectional study survey was conducted in

|university of Lahore to know the student’s views about whether

active learning in the form of case studies, videos & field trips

enhance their interest in learning or not. Target population was

all students of university of Lahore and sample size was (n=100)

calculated by using the Slovin’s formula for sample size, n =

N/1+ (N) (E2) with 90% confidence interval. Convenience sampling

method applied to collect data from participants. Three

departments (IMBB, LSN, and Pharmacy) of UOL were included and

participants from each department were selected on the bases of

population percentage. Data collected through a self-administered

questionnaire consist of 12 close ended questions (Appendix A)

16

All student who are studying in three different departments

(IMBB, LSN, and Pharmacy) of UOL and willing to participate in

this study was included. Students of all other departments and

those who will refuse to participate in study, was excluded. A

written consent signed from participants before entering into

study. Participants informed about the purpose of the research.

For protection of these rights, permission was taken from the

Ethical Review Committee of the University of Lahore.

Chapter 5

Data Analysis & Results: The collected data was analyzed on SPSS.16 and converted into

tables and graphs. Findings and conclusions were drawn in the

light of these tables by the researchers.

17

Demographic data analysis:

Three variables are used to get demographic data, gender, age and

department.

Gender:

Both male and female students are included in this study. After

study analysis it was found that 56% male and 44% female

participate in this study as shown in

fig.5.1

Fig. 5.1

Age:

Students of different age groups were

included but most respondent’s falls

between age group 18-22 years as seen

in fig. 5.2

Fig. 5.2

Department:

Students of three different departments

Lahore School of Nursing (LSN), Pharmacy

and Institute of Molecular Biology &

Biotechnology (IMBB) were included and

18

Fig. 5.3

the percentage of each department participation was as follows

(fig. 5.3)

Overall view of all demographic variables, their frequencies and

percentages is shown in Table 5.1

Table No. 5.1

variable Description Frequency PercentageGender Male 56 56%

Female 44 44%Total 100 100%

Age 18-21 75 75%22-26 19 19%27-30 5 5%Above 30 1 1%Total 100 100%

Department LSN 7 7%Pharmacy 53 53%IMBB 40 40%Total 100 100%

Reliability: Reliability of study variables analyzed byCronbach’s alpha. According to a table of Cronbach’s alpha valuesgiven in an article Internal Consistency atwww.wikipedia.org/wiki/cronbach’s-alpha are:

Cronbach's alpha Internal consistency

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α ≥ 0.9 Excellent (High-Stakes testing)0.7 ≤ α < 0.9 Good (Low-Stakes testing)0.6 ≤ α < 0.7 Acceptable0.5 ≤ α < 0.6 Poorα < 0.5 Unacceptable

Table. 5.2

Study Questions Analysis

So in this study students

interest in learning through case

studies measured by 4 variables

(CS.1, CS.2, CS.3, CS.4) and its

Cronbach’s alpha value was 0.654.

As it falls in an acceptable region so it is reliable. Video base

learning interest was also measured by 4 variables (V.1, V.2, V.3

and V4). Its Cronbach’s alpha value was 0.870 which fall under

good reliability. Similarly Students’ interest through field

visits was also measured by 4 variables (FT.1, FT.2, FT.3, and

FT.4). Its Cronbach’s alpha value was 0.783. So all these

variables have good reliability.

When 1st variable whether case studies enhance their interest in learning or not analyzed. Results are:

When students asked about CS-1 case studies make them more curiosand eager to learn. 50% were agree, 37% strongly agree, 7%disagree and 6% strongly disagree. (fig.5.4)

20

Fig.5.4

In response to CS-2 Through case studies understanding of realcases create motivation oflearning among students, 51% wereagree, 44% strongly agree, 5%were disagree but no one stronglydisagree.( fig. 5.5)

Fig.5.5

When 3rd question, CS-3 Case studies enhance students’concentration by facilitatingtheir abilities to access andgrip information. 56% respondentswere agree, 32% strongly agree,8% disagree and only 4% werestrongly disagree. (Fig. 5.6)

Fig.5.6

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Fig. 5.7, in response to CS-4 Case studies increase thestudents’ desire to learn by creating the enjoyment of the topic.52% respondents were agree, 36% were strongly agree, 9% disagreeand only 3% were strongly disagree.

Fig. 5.7

It was found that 52.25% were agree and 37.25% were strongly

agreed upon that active learning in the form of case study

enhance their interest in learning by making them more curios and

eager to learn because understanding of real cases motivate them

to learn. It facilitates their abilities to access and grip

information so they can more concentrate on their studies and it

also create enjoyment among them. Only 3.25% respondents were

strongly disagree, 7.29% were disagree. As shown in Fig.4.8 and

table 5.3.

Eagerness Motivation rich information topic enjoyment0204060 37 44

32 3650 51 56 52

7 5 8 96 0 4 3

Case Studies enhance Students' interest in learning

Strongly agree Agree Disagree Strongly disagree

Questions

%age

Fig. 5.8

Table. 5.3

22

S.N Questions SD disagr

ee

agree SA MV tota

l1 case studies make students more

curios and eager to learn6 7 50 37 0 100

2 Through Case studies

understanding of real cases

create motivation of learning

0 5 51 44 0 100

3 case studies enhance students'

concentration by facilitating

their abilities to access and

grip information

4 8 56 32 0 100

4 Case studies increase the

students' desire to learn by

creating enjoyment of the topic

3 9 52 36 0 100

Total 13 29 209 149 0 400Average 3.25

%

7.29% 52.25

%

37.25

%

0 100%

When 2nd variable Videos Enhance students’ interest in learning or

not analyzed, the results are:

In response to 5th question V-1 Students put more concentration and

attention in learning through videos, 60% respondents were strongly

disagree, 31% agree, 7%dis agree and 2% were strongly disagree with23

that. (fig.5.8)

Fig. 5.8

In response to 6th question, V-2through videos students enjoy, learnfrom and retain information from the lesson, 51% students werestrongly agree, 36% agree, 10% disagree and 3% were stronglydisagree. (fig.5.9)

Fig. 5.9

When 7th question, V-3 Videospromote students’ interest because they get different new ideasabout what is important to learn, 51% respondents were stronglyagree, 38% agree, 8% disagree andonly 3% were strongly disagree.(fig. 5.10)

Fig. 5.10

In response to Q.8, V-4 Video learning create excitement andmotivation among students, 53% replied strongly agree, 37% agree,

24

6% disagree and 4% strongly disagree. (fig. 5.11)

Fig. 5.11

Overall results for this variable were 53.75% strongly agree, 35.5%

agree, 7,75% disagree and only 3% strongly disagree upon that in

video based learning students put more concentration and attention,

enjoy learn from and retain information from lessons and get

different ideas about what is important to learn. Videos create

excitement and motivation among them for learning. As shown in

Fig.5.12 and Table 5.4

Concentration Enjoyment New ideas Motivation0

20

40

6060

51 51 53

31 36 38 37

7 10 8 62 3 3 4

Videos enhance students' interest in learning

Strongly agree Agree Disagree Strongly disagree

Questions

%age

Fig. 5.12

25

Table- 5.4S.n Questions SD Disagr

ee

Agee SA MV Tota

l5 Students put more concentration

and attention in learning through

videos.

2 7 31 60 0 100

6 Through videos students’ enjoy,

learn from and retain more

information from lesson

3 10 36 51 0 100

7 Videos promote students' interest because

they get different ideas about what is

important to learn

3 8 38 51 0 100

8 Video learning creates an

excitement and motivation among

students.

4 6 37 53 0 100

Total 12 31 142 215 0 400Average 3% 7.75% 35.5% 53.75

%

0 100%

When 3rd variable Whether Field trips enhance students’

interest in learning are not analyzed

on SPSS, the following results were

obtained:

In response to FT-1 Field tripsenhance students’ participation in

26

learning by providing real worldexperiences, 52% respondents werestrongly agree, 41% were agree, 5%disagree and 2% were stronglydisagree upon that. (fig. 5.13)

Fig. 5.13

In response to FT-2 Field trips build interest by providing botheducational and recreational opportunities, 53% were stronglyagree, 42% agree and 5% disagree but no one strongly disagree.(fig. 5.14)

Fig. 5.14

When Q.11, FT-3 Field trips are great way to bring excitement andadventure to learning was asked from respondents, 47% were stronglyagree, 43% agree, 8% disagree and only 2% were strongly disagree.(fig. 5.15)

27

Fig. 5.15

In response to last question FT-4 field trips grasp students’attention by providing a chance to get out of the class andexperience something new, 51% respondents were strongly agree, 41%agree, 3% disagree and only 2% were strongly disagree. (fig. 5.16)

Fig. 5.16

Overall results for this variable were, majority of students showed

positive response. 51.25% students

were strongly agree and 41.75%

agreed upon that field trips enhance

their interest by providing real

world experiences, educational and

recreational opportunities and a

chance to get out of the class and experience something new. They

also agreed upon that field trips bring excitement and adventure to

learning. Only 5.5% students were not agreed upon this and 1.5%

people were strongly disagree. As shown in fig.5.17 and table-5.5

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Participation Rectreation Attention Excitement0

20052 53 47 5341 42 43 415 5 8 42 0 2 2

Field Trips enhance students interest in learning

Strongly agree Agree Disagree Strongly disagree

Questions

%age

Fig. 5.17

Table-5.5Sr. Questions SD Disagr

ee

Agree SA MV Tota

l9 Field trips enhance students'

participation in learning by

providing real world experiences

2 5 41 52 0 100

10 Field trips build interest by

providing both educational &

recreational opportunities.

0 5 42 53 0 100

11 Field trips grasp students'

attention by providing a chance

to get out of the class and

experience something new

2 8 43 47 0 100

12 Field trips are great way to

bring excitement and adventure to

learning

2 4 41 53 0 100

total 6 22 167 205 0 400Average 1.5% 5.5% 41.75

%

51.25

%

100%

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CHAPTER 6

Discussion

This current study was done to get students views about three

active learning strategies: case studies, videos and field trips

as these strategies have any contribution in building their

interest in studies are not. Four questions about every strategy

were asked. When students’ asked about contribution of case

studies in enhancing their interest in learning with the help of

four statements: (i) Case studies create curiosity among students

and make students more eager to learn. (ii) Understanding of real

cases motivates students to learn. (iii) By facilitating

students’ abilities to access and grip information, case studies

enhance their concentration in learning (iv) Case study increase

the students' enjoyment of the topic and hence their desire to

learn.89.5% students were agree and only 10.5% were disagree upon

these questions. A similar study was done by Ahmad, K. A.,

Malik, F. Y., & Hulbert, J. R. (2012).and it was found that

majority of students like case studies and show great preference

for contribution of case studies in building critical thinking

and reality base studies.

Educational videos help students to learn more and these enhance

students’ engagement, concentration and interest in learning.

When students asked about whether videos enhance their interest

30

in learning by asking these questions (i) Students put more

concentration and attention in learning through videos. (ii)

Through videos students’ enjoy, learn from and retain more

information from lesson. (iii) Videos promote students' interest

because they get different ideas about what is important to

learn. (iv)Video learning creates an excitement and motivation

among students. Most of the students were agree (89.25%) and only

9.75% students were disagree. Different studies have been done on

importance of videos in education and building students’ interest

in learning.

When student asked about the questions related to variable-3

whether fieldtrips enhance their interest in learning or not by

checking their responses against these four questions (i)Field

trip enhance students’ participation because it provide real

world experiences.(ii)Field trip built interest by providing both

educational and recreational opportunities. (iii)Field trips

grasp student’s attention by providing a chance to get out of the

class & experience something new. (iv).Field trips are a great

way to bring excitement and adventure to learning. 93% students

were agree upon that field trips increase concentration.

Excitement and adventure and only 7% students were disagree upon

that. A similar study was done be Shakil, A. F., Faizi, W. U. N.,

& Hafeez, S. (2011)and it was found that that majority of

students think that fieldtrips give practical approach to

curriculum, provide self-experience & observation to increase

knowledge. It also promotes interaction b/w teachers and

31

students, overcome difficulties and provide opportunity to show

individualities and also give awareness of professional skills.

When students asked about field trips enhance their interest in

learning, 97%students said yes and only 3% students said no.

32

CHAPTER 7

Conclusion:

This survey of students provides evidence of their strong

preference for active learning in the form of case studies,

videos and field trips in generating a higher interest in

studies. Case studies based upon real cases can assist students

to develop understanding of concepts and to promote early and

longer-term interest in various subjects. Videos can enhance

students’ interest by generating eagerness, motivation,

concentration and excitement among students. Field trips provide

students both education and recreational opportunities and also

persuade them get out of class and learn something new in natural

and reality base environment. Finally, with the current pilot

survey research indicating the potential benefit of

reinstructions including case-studies, videos and field trips I

can recommend more advanced and complete projects be conducted. I

would recommend experimental research rather than observational,

because the current survey has provided sufficient evidences that

new and reality base strategies should enhance students’

interest.

33

Recommendations

Due to the need of active learning in prompting students’

interest and grasp their attention in studies above three

strategies of learning should highly be added in curriculum.

Case studies should be major part of course so that student

would be able to utilize their acquired knowledge and

skills.

Interactive educational videos should be included in course

in aid students learning by audio-visual tools.

Educational field trips should be arranged in every

department at higher level.

The government should provide enough funds and incomes to

the institutions to held field trips for students.

34

References

Bell, D. & Kahrhoff, J. (2006). Active Learning Handbook: Institute

for Excellence in Teaching and Learning. Webster

University.

Brookfield, S. D. (2005). Discussion as the way of teaching: Tools and

techniques for democratic classrooms (2nd Ed.). San Francisco:

Jossey-Bass.

35

Hoellwarth, C., & Moelter, M. J. (2011). The implications of a robust

curriculum in introductory mechanics. American Journal of Physics,

79, (540).

Ahmad, K. A., Malik, F. Y., & Hulbert, J. R. (2012). Student

preference for case studies: enhanced learning in a human

physiology course. Medical Science Educator, 22(3), 117-120.

Greenhalgh, A. M. (2007). Case Method Teaching as Science and Art A

Metaphoric Approach and Curricular Application. Journal of

Management Education, 31(2), 181- 194.

Backx, K. (2008). ‘The Use of a Case Study Approach to Teaching and Group

Work to Promote Autonomous Learning, Transferable Skills and Attendance:

Practice and Evidence of Scholarship of Teaching and

Learning in Higher Education, 3(1), 68-83.

Shakil, A. F., Faizi, W. U. N., & Hafeez, S. (2011). THE NEED

AND IMPORTANCE OF FIELD TRIPS AT HIGHER LEVEL IN KARACHI, PAKISTAN.

International Journal of Academic Research in Business &

Social Sciences, 1(2).

The Benefits of Using Educational Video in the Classroom. (n.d). Retrieved

from www.zaneeducation.com/educational-video/education-and-

video.php

Kumar, D.D. (2009). APPROACHES TO INTERACTIVE VIDEO ANCHORS IN

PROBLEM- BASED SCIENCE LEARNING. Florida Atlantic University.

DeWitt, J., & Storksdieck, M. (2008). A short review of school field trip:

Key finding from the past and implications for the future. Visitor

Studies, 11(2).

36

Appendix-1

“Active Learning Enhance Students’ Interest in

Learning”

(Lahore School of Nursing & Midwifery)

Consent

I Miss Madiha Riaz Student of Post RN final semester is going to

study “Active Learning Enhance Students Interest in Learning”.

Purpose of this study is to know whether active learning in the

form of Case studies, videos and Field trips enhance students

interest in learning or not. You are being invited to take part

in this research study. This study is completely harmless. All

data provided by you will be kept confidential. There are no

costs to you for your participation in this study. You as a study

participant are welcome to ask any question regarding the study.

I have read this form and voluntarily consent to participate in

this study.

Participant’s Signature………………………..

Demographic Data37

Name (optional) ---------------------

Gender: 1- Male 2- Female

Age: 1- (18-22) 2- (23-26)

3- (27-30) 4- (above 30)

Department: 1- LSN 2-

Pharmacy 3- IMBB

Directions: Select any appropriate response to fill this

questionnaire.

Sr.

No

Questions Strong

ly

agree

Agre

e

Disa

gree

Strong

ly

disagr

ee1 Case Studies

Case studies create curiosity

among students and make

students more eager to learn2 Understanding of real cases

motivates students to learn.3 By facilitating students’

abilities to access and grip

information, case studies

enhance their concentration

in learning4 Case study increase the

38

students' enjoyment of the

topic and hence their desire

to learn.

5Videos

Students put more

concentration & attention in

learning through videos6 Through videos students

enjoy, learn from and retain

information from the lesson.7 Videos promote students’

interest because they get

different ideas about what is

important to learn.8 Video learning creates

excitement and motivation

among students.

9

Field Trips

Field trip enhance students’

participation because it

provide real world

experiences.10 Field trip built interest by

providing both educational

and recreational

opportunities.

39

11 Field trips grasp student’s

attention by providing a

chance to get out of the

class & experience something

new.12 Field trips are a great way

to bring excitement and

adventure to learning.

Thanks for your participation!

40