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Presentation-Based Learning and Peer Evaluation to Enhance Active Learning and Self-Confidence in the Financial Management Classroom

Purpose – The purpose of this study was to identify an effective learning strategy for students to engage authentically in their learning process.This study also aimed to introduce an innovative active learning approach to enhance students’ involvement and to strengthen self-confidence throughout th...

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Main Authors: Sugeng, Bambang, Suryani, Ani Wilujeng
Format: Article
Language:English
Published: Universiti Utara Malaysia Press 2018
Subjects:
LB2300 Higher Education
Online Access:http://repo.uum.edu.my/24933/1/MJLI%2015%201%202018%20173%20199.pdf
http://repo.uum.edu.my/24933/
http://www.mjli.uum.edu.my/index.php/current-issues#gg
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spelling my.uum.repo.249332018-10-14T01:55:05Z http://repo.uum.edu.my/24933/ Presentation-Based Learning and Peer Evaluation to Enhance Active Learning and Self-Confidence in the Financial Management Classroom Sugeng, Bambang Suryani, Ani Wilujeng LB2300 Higher Education Purpose – The purpose of this study was to identify an effective learning strategy for students to engage authentically in their learning process.This study also aimed to introduce an innovative active learning approach to enhance students’ involvement and to strengthen self-confidence throughout their learning in the Financial Management classroom.The approach involved the adoption of structured and accountable presentation-based learning activities.Methodology – This study used action research design involving an iterative process of self-reflective cycles: planning, acting, observing and reflecting. The research was accomplished in two cycles. Three Financial Management classes of an undergraduate program consisting of 120 students in the first cycle and 110 students in the second cycle participated in this research as part of regular classroom activities. Semi-structured questionnaire, lecturer observation, and interviews were used as the method for data collection.The quantitative and qualitative data were analysed accordingly. Findings – The results indicate that the approach adopted in this research reasonably enabled students to be actively engaged in their learning process and nullified free-riding learning behaviour among them. It also provided a chance for students to exercise their self-regulated learning towards becoming more independent learners and increased their confidence to speak and participate in class.Significance – This research contributes to the improvement of teaching practices in higher education, particularly in Financial Management instruction. The results imply that providing some freedom for students to creatively design and be accountable for their own learning has great potential to enhance their authentic active learning and self-confidence. Universiti Utara Malaysia Press 2018-06 Article PeerReviewed application/pdf en http://repo.uum.edu.my/24933/1/MJLI%2015%201%202018%20173%20199.pdf Sugeng, Bambang and Suryani, Ani Wilujeng (2018) Presentation-Based Learning and Peer Evaluation to Enhance Active Learning and Self-Confidence in the Financial Management Classroom. Malaysian Journal of Learning and Instruction (MJLI), 15 (1). pp. 173-199. ISSN 1675-8110 http://www.mjli.uum.edu.my/index.php/current-issues#gg
institution Universiti Utara Malaysia
building UUM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Utara Malaysia
content_source UUM Institutionali Repository
url_provider http://repo.uum.edu.my/
language English
topic LB2300 Higher Education
spellingShingle LB2300 Higher Education
Sugeng, Bambang
Suryani, Ani Wilujeng
Presentation-Based Learning and Peer Evaluation to Enhance Active Learning and Self-Confidence in the Financial Management Classroom
description Purpose – The purpose of this study was to identify an effective learning strategy for students to engage authentically in their learning process.This study also aimed to introduce an innovative active learning approach to enhance students’ involvement and to strengthen self-confidence throughout their learning in the Financial Management classroom.The approach involved the adoption of structured and accountable presentation-based learning activities.Methodology – This study used action research design involving an iterative process of self-reflective cycles: planning, acting, observing and reflecting. The research was accomplished in two cycles. Three Financial Management classes of an undergraduate program consisting of 120 students in the first cycle and 110 students in the second cycle participated in this research as part of regular classroom activities. Semi-structured questionnaire, lecturer observation, and interviews were used as the method for data collection.The quantitative and qualitative data were analysed accordingly. Findings – The results indicate that the approach adopted in this research reasonably enabled students to be actively engaged in their learning process and nullified free-riding learning behaviour among them. It also provided a chance for students to exercise their self-regulated learning towards becoming more independent learners and increased their confidence to speak and participate in class.Significance – This research contributes to the improvement of teaching practices in higher education, particularly in Financial Management instruction. The results imply that providing some freedom for students to creatively design and be accountable for their own learning has great potential to enhance their authentic active learning and self-confidence.
format Article
author Sugeng, Bambang
Suryani, Ani Wilujeng
author_facet Sugeng, Bambang
Suryani, Ani Wilujeng
author_sort Sugeng, Bambang
title Presentation-Based Learning and Peer Evaluation to Enhance Active Learning and Self-Confidence in the Financial Management Classroom
title_short Presentation-Based Learning and Peer Evaluation to Enhance Active Learning and Self-Confidence in the Financial Management Classroom
title_full Presentation-Based Learning and Peer Evaluation to Enhance Active Learning and Self-Confidence in the Financial Management Classroom
title_fullStr Presentation-Based Learning and Peer Evaluation to Enhance Active Learning and Self-Confidence in the Financial Management Classroom
title_full_unstemmed Presentation-Based Learning and Peer Evaluation to Enhance Active Learning and Self-Confidence in the Financial Management Classroom
title_sort presentation-based learning and peer evaluation to enhance active learning and self-confidence in the financial management classroom
publisher Universiti Utara Malaysia Press
publishDate 2018
url http://repo.uum.edu.my/24933/1/MJLI%2015%201%202018%20173%20199.pdf
http://repo.uum.edu.my/24933/
http://www.mjli.uum.edu.my/index.php/current-issues#gg
_version_ 1644284180960378880
score 13.211869

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