Comparison of Self-Assessment of Learning with Actual Performance in Response to Applying the Method of Active Learning

An important task of teachers is not the transfer of theoretical knowledge, but the training of students in the practical application of this knowledge. This work is a study aimed at checking the effectiveness of the application of active learning methods as part of an econometrics course for students of two bachelor programs, as well as identifying differences in student self-assessment of learning. A controlled experiment was carried out, consisting of two stages and 5 control points (during and upon completion of the stages). The impact of active learning on actual performance was assessed based on the results of control points, and the impact on self-assessment of learning was assessed using the results of a survey (feeling-of-learning). To answer these questions, statistical and regression methods were used. The results of the study showed that both applied methods (traditional and active) turned out to be effective in both educational programs, but active learning methods are not more effective than traditional methods. It was found that students in groups with traditional learning methods identify themselves as listeners, while students in groups with active learning are more involved in the educational process. In addition, students do not rate higher traditional education as expected, and the self-assessment of learning when applying different teaching methods does not differ, as is the probability of receiving an unsatisfactory grade for the final control element. Finally, it was found that the applying of active learning methods has a significant positive effect on the actual performance of students with an average prior level of knowledge, while the impact on other students is not significantly different from zero. Also, the work outlines the direction of future research aimed at studying the long-term effect of the application of active learning methods, as well as at introducing elements of interactive learning into a traditional lecture format.