Public Health Resources
ORCID IDs
Dietsch 0000-0003-4554-5365
Date of this Version
2022
Citation
Journal of Learning Spaces (2022) 11(1)
Abstract
The goal of this study was to contribute to research on active learning by addressing the problem of disentangling the effects of classroom architecture, student characteristics, and pedagogical design as they relate to student achievement. The study utilized a quasi-experimental design where data was collected on student perceptions of their classroom, their experience in the course, and the pedagogy of the instructor, then analyzed with respect to the course grade. Results indicate that neither student perceptions of the classroom spaces nor the spaces themselves had an impact on course grade, but the pedagogy employed by the instructor and student experiences did.
Comments
Copyright 2022, the publisher. Used by permission