arbiter
JournalsAccount

The Impact of Active Learning Instruction on Student Performance in a Large University Physiology Class

Kate Walker & William F. McComas

Active Learning in Higher Education2026https://doi.org/10.1177/14697874261424920article
AJG 1ABDC B
Weight
0.50

Abstract

While the benefits of active learning are well-documented in science education, there remains a need for evidence supporting the high-frequency and consistent implementation of diverse active learning methods within very large (400+ student) undergraduate STEM courses. This research study aimed to assess the implementation of active learning techniques in a large, 400+ student, higher education Human Physiology class. We specifically used three active learning techniques, discussions, problem-based learning, and kinesthetic approaches after reviewing the literature. Exam performance data was collected and analyzed using nonparametric univariate tests. All exam questions were mapped to Bloom’s Taxonomy, covering both comprehension and application-level content. Results revealed there were significant differences across all semester mean exam scores. Students scored highly on exams following kinesthetic modalities of learning, though all modalities showed above average (on a bell curve, 70%) performance. These findings suggest that kinesthetic-based active learning is a uniquely potent strategy for enhancing performance in large-enrollment Human Physiology courses.

Open via your library →

Cite this paper

https://doi.org/https://doi.org/10.1177/14697874261424920

Or copy a formatted citation

@article{kate2026,
  title        = {{The Impact of Active Learning Instruction on Student Performance in a Large University Physiology Class}},
  author       = {Kate Walker & William F. McComas},
  journal      = {Active Learning in Higher Education},
  year         = {2026},
  doi          = {https://doi.org/https://doi.org/10.1177/14697874261424920},
}

Paste directly into BibTeX, Zotero, or your reference manager.

Flag this paper

The Impact of Active Learning Instruction on Student Performance in a Large University Physiology Class

Flags are reviewed by the Arbiter methodology team within 5 business days.

Evidence weight

0.50

Balanced mode · F 0.40 / M 0.15 / V 0.05 / R 0.40

F · citation impact0.50 × 0.4 = 0.20
M · momentum0.50 × 0.15 = 0.07
V · venue signal0.50 × 0.05 = 0.03
R · text relevance †0.50 × 0.4 = 0.20

† Text relevance is estimated at 0.50 on the detail page — for your query’s actual relevance score, open this paper from a search result.