Examining the Relationship Between Active Learning Attitudes, Grades, and a Sense of Gaining Competence:

Focusing on Interaction Effect with Out-of-Class Learning Time

Abstract

  Examining the relationship between out-of-class learning time and outcomes has revealed that the correlation is not significant. For students to acquire learning outcomes, it is necessary to focus on the time spent studying outside of class and their “active attitude” toward learning. This study aimed to examine the relationship between out-of-class study time, active learning attitude, grades, and a sense of gaining competence. The participants were 800 university students (50% female, mean age=20.21, SD=1.21). Hierarchical multiple regression analysis indicated that active learning attitudes were positively correlated with grades and a sense of gaining competence. However, out-of-class learning time was weakly related to learning outcomes. Furthermore, the interaction effects between out-of-class learning time and active learning attitudes were not significantly related to the achievement of grades and the sense of gaining competence. These results suggest that the importance of an active learning attitude is more important in the acquisition of learning outcomes. Finally, the study limitations and future directions are discussed.