Motivation, Confidence, and Control; Unraveling Active Learning for Nutrition and Food Undergraduates
Journal of Food Science Education
Nutrition and food students at Sheffield Hallam University completed an 'active learning' assessment as part of a final year module, Applied Nutrition 2. The purpose of the 'active learning' assessment was to encourage and enhance learner autonomy. The assessment consisted of 5 main stages: a briefing; thought shower; oral business proposal presentation, and Nutrition Fair. To assess learner autonomy, levels of motivation, confidence and control were quantitatively and qualitatively monitored
... roughout the learning journey. The results showed that levels of confidence, motivation and control increased following each stage and significantly across the learning journey. However, there were significant gender differences in terms of achievement of marks and in levels of motivation at various stages. On average females achieved higher marks in certain assessments and they demonstrated higher levels of motivation after the initial briefing. Further significant differences were also reported between different degree routes in terms of achievement of marks and levels of confidence, motivation and control. 'Active learning' has been shown to foster improved levels of confidence, motivation and control in a cohort of nutrition and food students, contributing to overall learner autonomy. Graduates able to demonstrate such qualities will undoubtedly be welcomed by employers in the relevant sectors.