Active Learning Techniques and Student Satisfaction: Role of Classroom Environment

Abstract

Purpose: The ever-changing nature of the workplace compelled educational institutions to reconsider the teaching and learning strategies necessary to equip students with the requisite abilities. In this regard, educational institutions and academics have investigated several teaching/learning methodologies and have recommended that the active learning strategy is the most effective and significant approach for enhancing student outcomes, such as student performance and satisfaction. Past studies have explored the benefits of an active learning approach on student achievements in several areas, such as science, technology, engineering, and the arts, but business students have received less attention. Importantly, no study has studied the moderating effect of classroom environment on the relationship between active learning and business student satisfaction. Consequently, this study explores the impacts of an active learning strategy on student satisfaction with the moderating function of the classroom environment among business students in Saudi Arabia. Method: Data was collected from 213 business students studying at the university level using a survey questionnaire. Simple random sampling was used to select the respondents, and SPSS version 19 was used to analyze the data.

Findings: Results of the regression analysis and correlation analysis reported that the active learning approach positively influences business students' satisfaction, and results also support moderating role of the classroom environment between the active learning approach and students' satisfaction. Implications for research and practice: Findings of this study will be helpful for researchers, faculty members, and experts in designing course contents and learning/teaching approaches.