By Pak T. Lee, Nguyen Thi Phuong Linh, and Sunisa Thatong Students’ Perceptions of the Lecture and Active Learning Methods in Teaching: A Study of Asian Students   By Pak T. Lee, Nguyen Thi Phuong Linh, and Sunisa Thatong 5th International Scholars’ Conference

Contents Introduction Literature Review Research Methodology Results and Findings Conclusion

Introduction Teaching methods play a crucial role in students’ academic performance as well as learning experience. Educators commonly use lectures to transfer knowledge to their students (Druger (1999), Khan & Akbar (1997))

Introduction and Literature Review According to many researchers, the lecture method is: “D-E-A-D” (De Los Santos, Kupczynski, and Bain (2016)) No longer beneficial for teaching students in higher education (Roehl, Reddy, and Shannon (2013)) Active learning methods should be used (Marbach-Ad, Seal, & Sokolove, 2001; Jungst, Licklider, & Wiersema, 2003). Active learning and teaching methods: encouraging students to participate in learning enhancing critical thinking (Lumpkin, Achen & Dodd, 2015) placing students at the center of the learning process help them to interact with content and create their own knowledge (Bachman & Bachman, 2011).

Literature Review However, some argue that lecturing is the dominant and traditional method of teaching (Druger (1999) and Khan & Abbar (1997)) Students learn a great deal from lectures, are engaged in the learning process, and involved in independent thinking and problem solving (Covill, 2011). Lecture method is preferred over other methods (Struyen, Dochy, & Janssens, 2008; Benson, et al, n.d.; Leeds, Stull & Westbrook, 1998)  Research findings are inconclusive

Objectives of the Study The purposes of this study are: To survey the perceptions of Asian students regarding the lecture and active learning teaching methods To examine if there is any significant difference in students’ perceptions of teaching methods based on gender, student status, and program of study.

Significance of this Study Expand the theory of teaching methods in the Asian learning context. Help lecturers to understand the perceptions of students toward different methods. Thus, lecturers can apply appropriate teaching methods to enhance students’ learning experiences. Encourage students to take a more active and deeper approach to learning.

Research Hypotheses H1: There is a significant relationship between gender and students’ perceptions of the lecture method and active learning methods in teaching. H2: There is a significant relationship between program of study and students’ perception of the lecture method and active learning methods in teaching. H3: There is a significant relationship between student status and students’ perception of the lecture method and active learning methods in teaching.

Descriptive Statistics Research Methodology Population: All students in Asia Sample size: 300 students in Asia Describe the basic features of students’ perceptions about the lecture method and active learning methods Descriptive Statistics assesses whether the means of two groups are statistically different from each other T-test test a hypothesis concerning the means of three or more groups ANOVA analysis Collected Data Population & Sampling Data Analysis Methods

Results and Findings Figure 1: Percentage of Gender Figure 2: Program of Study

Results and Findings Figure 3: Year of Study  

Results and Findings Students’ Perceptions toward Lecture Method Teaching Method Listening and Learning Teacher Centered Learning Listening and the taking of notes helped them to pass examinations and tests (65%). They learned a lot by listening to lectures in class (59%). It helped them to remember the content material better (56%). They learned to think critically (54%) and deeply about the subject (52%) by listening to lectures. Preferred learning situations where the teachers tell them what they need to know about the subject (79%). Teachers were paid to teach and they expected them to tell them what to learn (69%). Lecture method ensured that the teachers know the subject content (63%). Lecture method presented the teacher as a role model for students (55%) Lecture method was used most of the time (70%). Students preferred teaching methods that helped them learn by remembering important points (77%). Students liked teaching methods that did not force them to think and challenge their learning (50%). The lecture method is the best way to show students how complex problems were solved (58%)

Results and Findings Students’ Perceptions toward Active Method of Teaching and Learning Mixed methods (lecture and activities) (62%) 2. Benefits of playing a more active role in learning (75%) 1. Active Learning Method 7. Dormitory 2. Participative Learning 6. Student presentation Learning the best when interacting with other students (71%) The best way for students to learn subject content (67%) Putting forward their points of view (66%) Learning to think critically (65%) Gained little where students did most of the talking (45%) Students did not learn much from student presentations in class (42%) 3. Working in groups 4. Self-learning Learned more in classes where: Working together with other students (63%) Learning with others (50%) Working in groups on cases and projects (59%) Learned best by finding information for themselves (54%) and reading outside classroom (55%) Preferred to do their own learning (32%)

Results and Findings Table 3: T-test result comparing Males and Females in Perception of teaching methods in Asia Variable Male Female t p 95% CI Mean Difference (d) Perception Average M SD 3.4947 .52390 3.4450 .38837 1.740 .083 [-.01012, .16464] .07726 An independent sample t-test showed that the difference between the Male group and the Female group were not statistically significant. So the hypothesis H1 is rejected.

Results and Findings Table 4: ANOVA Results between Program of Study and Perception of Teaching Methods   N Mean Std. Deviation F Sig Business 106 3.5540 0.33527 2.663 0.023 Education 44 3.4171 0.34822 Humanities 65 3.5939 0.34877 Nursing/Health 27 3.5201 0.32065 Religious Studies 38 3.7100 0.57943 Science 20 3.5333 0.30532 Total 300 3.5579 0.38167 There is a significant relationship between students’ program of study and students' perception of teaching methods. Hypothesis H2 is accepted.

Results and Findings Table 5: ANOVA Results between Year of Study and Perception of Teaching Methods   N Mean Std. Deviation F Sig First Year 73 3.5779 0.34122 0.251 0.860 Second Year 108 3.5584 0.44966 Third Year 61 3.5229 0.28136 Fourth Year 58 3.5686 0.39017 Total 300 3.5579 0.38167 There is no significant relationship between year of study and students' perception of teaching method. Thus, hypothesis H3 is rejected.

Conclusions Strong positive attitudes toward both lectures and active methods. In lecture method, they learned a lot by: listening to lectures taking notes in classes Helped them to remember the content well and understand complex subject materials. Active methods of teaching and learning give students chances to: take part in class activities enhance self learning  Helped to develop critical thinking

Conclusions Lectures mixed with student activities helped to increase their effectiveness of learning (Casado (2000)) Gender and student status had no significant influence on the perceptions of teaching methods. There were differences in students’ perceptions among programs of study.  Lecturers should select appropriate teaching methods for different programs of study

Research Limitations Sample size Budget constraints May not reflect the perceptions of students in other regions

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