Learning Achievement and Engagement Behavior using Active Learning in Clinical Hematology Course

Abstract

The purposes of the experimental study were to evaluate learning achievement and engagement behavior among third-year Medical technology students after active learning in clinical hematology. The study group was separated into two groups, i.e., 1) comparison of a difference between academic achievement scores on pre- and post-test including questionnaires using lecture-based learning and case study (57 of third-year/2015) and, 2) comparison of a difference between academic achievement scores on pre- and post-test including questionnaires using lecture-based learning, Inquiry-based learning, and reflection process (48 of third-year/2017). Data were analyzed using an unpaired T-test. The result of this study showed that the average score of group 2 was significantly higher than group 1 at a statistical significance level of .05. Moreover, the average score of students’ engagement behavior displayed at a high level from 4.26, 4.27 to 4.55, 4.49 in clinical hematology and laboratory of clinical hematology. Our data suggested that the Inquiry-based learning and reflection process was a useful educational strategy to engage students in active learning and also follow student understanding.