1. By Pak T. Lee, Nguyen Thi Phuong Linh, and Sunisa Thatong
Students’ Perceptions of the Lecture and Active Learning Methods in Teaching: A Study of Asian Students  
By Pak T. Lee, Nguyen Thi Phuong Linh, and Sunisa Thatong
5th International Scholars’ Conference

2. Contents Introduction Literature Review Research Methodology
Results and Findings
Conclusion

3. Introduction
Teaching methods play a crucial role in students’ academic performance as well as learning experience.
Educators commonly use lectures to transfer knowledge to their students (Druger (1999), Khan & Akbar (1997))

4. Introduction and Literature Review
According to many researchers, the lecture method is:
“D-E-A-D” (De Los Santos, Kupczynski, and Bain (2016))
No longer beneficial for teaching students in higher education (Roehl, Reddy, and Shannon (2013))
Active learning methods should be used (Marbach-Ad, Seal, & Sokolove, 2001; Jungst, Licklider, & Wiersema, 2003).
Active learning and teaching methods:
encouraging students to participate in learning
enhancing critical thinking (Lumpkin, Achen & Dodd, 2015)
placing students at the center of the learning process
help them to interact with content and create their own knowledge (Bachman & Bachman, 2011).

5. Literature Review
However, some argue that lecturing is the dominant and traditional method of teaching (Druger (1999) and Khan & Abbar (1997))
Students learn a great deal from lectures, are engaged in the learning process, and involved in independent thinking and problem solving (Covill, 2011).
Lecture method is preferred over other methods (Struyen, Dochy, & Janssens, 2008; Benson, et al, n.d.; Leeds, Stull & Westbrook, 1998)
 Research findings are inconclusive

6. Objectives of the Study
The purposes of this study are:
To survey the perceptions of Asian students regarding the lecture
and active learning teaching methods
To examine if there is any significant difference in students’ perceptions
of teaching methods based on gender, student status, and program
of study.

7. Significance of this Study
Expand the theory of teaching methods in the Asian learning context.
Help lecturers to understand the perceptions of students toward different methods.
Thus, lecturers can apply appropriate teaching methods to enhance students’ learning experiences.
Encourage students to take a more active and deeper approach to learning.

8. Research Hypotheses
H1: There is a significant relationship between gender and students’ perceptions of the lecture method and active learning methods in teaching.
H2: There is a significant relationship between program of study and students’ perception of the lecture method and active learning methods in teaching.
H3: There is a significant relationship between student status and students’ perception of the lecture method and active learning methods in teaching.

9. Descriptive Statistics
Research Methodology
Population:
All students in Asia
Sample size:
300 students in Asia
Describe the basic features of students’ perceptions about the lecture method and active learning methods
Descriptive Statistics
assesses whether the means of two groups are statistically different from each other
T-test
test a hypothesis concerning the means of three or more groups
ANOVA analysis
Collected Data
Population & Sampling
Data Analysis Methods

10. Results and Findings
Figure 1: Percentage of Gender Figure 2: Program of Study

11. Results and Findings
Figure 3: Year of Study

12. Results and Findings Students’ Perceptions toward Lecture Method
Teaching Method
Listening and Learning
Teacher Centered Learning
Listening and the taking of notes helped them to pass examinations and tests (65%).
They learned a lot by listening to lectures in class (59%).
It helped them to remember the content material better (56%).
They learned to think critically (54%) and deeply about the subject (52%) by listening to lectures.
Preferred learning situations where the teachers tell them what they need to know about the subject (79%).
Teachers were paid to teach and they expected them to tell them what to learn (69%).
Lecture method ensured that the teachers know the subject content (63%).
Lecture method presented the teacher as a role model for students (55%)
Lecture method was used most of the time (70%).
Students preferred teaching methods that helped them learn by remembering important points (77%).
Students liked teaching methods that did not force them to think and challenge their learning (50%).
The lecture method is the best way to show students how complex problems were solved (58%)

13. Results and Findings
Students’ Perceptions toward Active Method of Teaching and Learning
Mixed methods (lecture and activities) (62%)
2. Benefits of playing a more active role in learning (75%)
1. Active Learning Method
7. Dormitory
2. Participative Learning
6. Student presentation
Learning the best when interacting with other students (71%)
The best way for students to learn subject content (67%)
Putting forward their points of view (66%)
Learning to think critically (65%)
Gained little where students did most of the talking (45%)
Students did not learn much from student presentations in class (42%)
3. Working in groups
4. Self-learning
Learned more in classes where:
Working together with other students (63%)
Learning with others (50%)
Working in groups on cases and projects (59%)
Learned best by finding information for themselves (54%) and reading outside classroom (55%)
Preferred to do their own learning (32%)

14. Results and Findings
Table 3: T-test result comparing Males and Females in Perception of teaching methods in Asia
Variable
Male
Female t p
95% CI
Mean Difference (d)
Perception Average M SD
3.4947
.52390
3.4450
.38837
1.740
.083
[ , ]
.07726
An independent sample t-test showed that the difference between the Male group and the Female group were not statistically significant. So the hypothesis H1 is rejected.

15. Results and Findings
Table 4: ANOVA Results between Program of Study and Perception
of Teaching Methods N
Mean
Std. Deviation F
Sig
Business
106
3.5540
2.663
0.023
Education 44
3.4171
Humanities 65
3.5939
Nursing/Health 27
3.5201
Religious Studies 38
3.7100
Science 20
3.5333
Total
300
3.5579
There is a significant relationship between students’ program of study and students' perception of teaching methods.
Hypothesis H2 is accepted.

16. Results and Findings
Table 5: ANOVA Results between Year of Study and Perception
of Teaching Methods N
Mean
Std. Deviation F
Sig
First Year 73
3.5779
0.251
0.860
Second Year
108
3.5584
Third Year 61
3.5229
Fourth Year 58
3.5686
Total
300
3.5579
There is no significant relationship between year of study and students' perception of teaching method.
Thus, hypothesis H3 is rejected.

17. Conclusions
Strong positive attitudes toward both lectures and active methods.
In lecture method, they learned a lot by:
listening to lectures
taking notes in classes
Helped them to remember the content well and understand complex subject materials.
Active methods of teaching and learning give students chances to:
take part in class activities
enhance self learning
 Helped to develop critical thinking

18. Conclusions
Lectures mixed with student activities helped to increase their effectiveness of learning (Casado (2000))
Gender and student status had no significant influence on the perceptions of teaching methods.
There were differences in students’ perceptions among programs of study.
 Lecturers should select appropriate teaching methods for different programs of study

19. Research Limitations Sample size Budget constraints
May not reflect the perceptions of students in other regions

20. Thank You !