Effect of an Active Learning Classroom on Critical Thinking Dispositions, Motivation to Go to Class, Social Community, and Learning Skills in an Animal Sciences Course

In this parallel mixed method study, we investigate the role of classroom setting in the relationship between student perception of critical thinking dispositions and skills, social community, and their learning in an Animal Sciences course (Animal rights and animal welfare). Classroom A (n = 40 students) was a general university classroom with individual arm chairs. Classroom B (n = 42 students) was an active learning classroom with collaborative table set up seating five students per table. A total of 77 (n = 40 classroom A and n=37 classroom B) students voluntarily answered the survey. For the quantitative observational study, data was collected on student perception of social community, critical thinking skills, and dispositions through a survey with 152 five point Likert scale questions at the end of the semester. Student grades were tracked in the course. For the qualitative case study, observational field notes and instructor interviews were collected through the course of the semester. No statistically significant differences were observed through t-tests in student grades at the end of the semester (Classroom A = 89.3 ± 4.5, Classroom B= 86.8 ± 11.3). No statistically significant difference was observed between Classroom A and Classroom B in student perceptions of social community (Classroom A = 107.88 ± 18.57, Classroom B= 109.91 ± 17.81; maximum 133), their motivation to attend class (Classroom A = 3.56 ± 0.92, Classroom B= 4.00 ± 0.79, maximum 5), their perception of their critical thinking dispositions (Classroom A = 43.28 ± 3.87, Classroom B= 43.74 ± 4.46, maximum 55), and their perception of their critical thinking abilities (Classroom A = 140.60 ± 14.24, Classroom B = 142.78 ± 16.88; maximum 170) (P > 0.05). Nevertheless, students in each class improved significantly in their self-perception of their critical thinking disposition (Classroom A by 2.56 ± 2.98, Classroom B by 2.69 ± 2.38) and overall skills (Classroom A by 10.52 ± 9.92, Classroom B by 9.00 ± 9.53) over the course of the semester. Further, we found that social community was a significant predictor of motivation to attend class, with the strength of relationship stronger in the active learning classroom than in the general university classroom. The findings of this study are of interest to researchers and practitioners interested in active learning strategies.