Effectiveness of active learning techniques in knowledge retention among engineering students

Abstract

Many studies have examined the effectiveness of active learning techniques in comparison with the traditional method and compared the student performance between the two types of teaching. However, there are few studies focused on long-term retention after using different active learning techniques. This study evaluates the effectiveness of two active learning techniques—the Jigsaw cooperative learning approach and H5P interactive videos—compared with traditional lectures in enhancing immediate learning outcomes and long-term retention among engineering students. To evaluate the effectiveness of these techniques on student retention, a total of nine academic years (from 2014 to 2023 were evaluated, involved approximately 150 students per year. An exhaustive analysis of results was conducted in comparison with traditional method, before and after applying these learning activities, with the aim of testing its effectiveness. In addition, a survey was distributed among students to assess their experience and perception about the used techniques. The survey showed high satisfaction rates, particularly for interactive videos, highlighting the perceived benefits of these methods in engaging students and supporting skill development. The results demonstrate that the Jigsaw and H5P interactive video methods showed promise in terms of immediate learning outcomes, particularly in student engagement and performance in short-term assessments. However, in terms of long-term knowledge retention, the control group performed better, indicating that traditional lectures might have a stronger effect on retaining knowledge over time. The active learning techniques, while effective in the short-term, did not significantly enhance academic performance in the long-term assessments.