Innovative Learning Practices as a Driver of Students' Performance

Abstract

Higher education institutions have faced the imperative of adapting pedagogical approaches to meet the demands of the twenty-first century and the changing needs of their students. This study investigates how active learning methodologies impact undergraduate students' academic performance in two different academic fields: engineering education and the social sciences. The study was conducted in a Portuguese higher education institution, the Polytechnic University of Coimbra, using a sample of 97 undergraduate students. Results reveal that active learning approaches particularly problem-based learning (PBL) enhance student engagement, learning experiences, and competencies. Moreover, the research indicates significant differences in the effectiveness of these approaches between engineering and the social sciences, with engineering students demonstrating a more pronounced improvement in their academic performance. These findings highlight the importance of integrating innovative active learning practices into higher education environments to better prepare students for the challenges of modern societies.