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• W787297218 abstract "ABSTRACTThe purpose of this study is to determine whether an active learning classroom environment is more effective in helping university students learn legal environment of business concepts than the traditional lecture pedagogical style. To generate data to answer this question, 139 Legal Environment of Business students were instructed on the topic of employment discrimination by a lecture method of delivery and 255 Legal Environment of Business students were taught the same topic using an active learning method of delivery. The learning outcomes of the students were then assessed using a standardized test, which was designed to measure the levels of student learning under several categories of Bloom's Taxonomy. Student responses were analyzed using SPSS to determine whether there was any significant increase in learning for students who were taught by the active learning method of instruction versus students who were taught by a lecture method of instruction.INTRODUCTIONDo college students learn best by the traditional lecture1 pedagogical style of delivery, or should university professors discard the traditional lecture and opt for an active learning2 environment? The search for the answers to these questions prompted the author to experiment with material delivery styles in the classroom to determine whether there was a significant difference in student learning as a result of the style of delivery. The purpose of this study is to determine whether an active learning classroom environment is more effective in helping university students learn legal environment of business concepts than the traditional lecture pedagogical style. To generate data to answer this question three classes of legal environment of business students were instructed on the topic of employment discrimination by a lecture method of delivery, and six classes of legal environment of business students were taught the same topic by an active learning method of delivery over a period of six semesters.3 The learning outcomes of the student groups were then assessed using a standardized test that was designed to measure the levels of student learning under several categories of Bloom's Taxonomy.This study was conducted on university students enrolled in Legal Environment of Business classes. The groups were not told that they were being evaluated on how they responded to different teaching methods. After the chapter material was delivered to the students and they were assessed on their knowledge by way of the standardized test, their responses were evaluated to determine whether there was any significant increase in learning for students who were taught by the active learning method of instruction versus students who were taught by a lecture method of instruction.RESEARCH QUESTIONS(1) As measured by test score, to what extent is an active learning classroom environment more effective in helping university students learn concepts in a legal environment of business classroom than the traditional lecture pedagogical style?(2) To what extent is the learning of legal environment of business concepts impacted by the style of instructional delivery, gender, class attendance, or class level?LITERATURE REVIEWThe purpose of this study was to see if active learning does in fact produce a more successful learning outcome for the study of legal environment of business concepts. The author, through his own learning experiences, had a subjective belief that active learning presentations can lead to more successful learning opportunities, at least for adult learners. However, the author was aware of some controversy in the literature on the affects of active learning. For example, prior research by Brown and Pendleberry4 points out that because learners happen to be engaged in some kind of observable activity, this does not mean that they are necessarily the subjects of their own learning, rather than objective recipients of information, as active learning theories would have us believe. …" @default.
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• W787297218 date "2012-01-01" @default.
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• W787297218 title "An Assessment of Learning Outcomes Based on a Comparison of Active Learning and Traditional Lecture Pedagogical Styles in a Legal Environment Classroom" @default.
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