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SCIENCE ARTICLE
The functional value of active learning as assessed by business and economics students
1
, Poland
Submission date: 2025-01-06
Final revision date: 2025-03-14
Acceptance date: 2025-06-25
Online publication date: 2025-07-16
Publication date: 2025-06-26
Corresponding author
Anna Katarzyna Ludwiczak
Faculty of Economics and Management, University of Zielona Góra, Podgórna 50, 65-246, Zielona Góra, Poland
Faculty of Economics and Management, University of Zielona Góra, Podgórna 50, 65-246, Zielona Góra, Poland
Management 2025;(1):802-825
KEYWORDS
active learningfunctional value measurementeffective learning methodscourse improvementhigher education
JEL CLASSIFICATION CODES
I21; I23
TOPICS
ABSTRACT
Research background and purpose:This article discusses the issue of improving the quality of educational services at universities. It presents the opinion of business and economics students on the functional value of different learning methods. The aim of this study was to identify how, in the student’s opinion, selected active and passive forms of conducting classes affect the increase in theoretical knowledge and practical skills during the course.
Design/methodology/approach: The study was conducted at the university in Poland. It involved 149 students who were taking part in one of the management courses. Survey data were collected using a paper questionnaire. Descriptive statistics were calculated in the analysis. Hypotheses tested using the Student’s t-test, the F Anova test and Dunn-Bonferroni post-hoc tests.
Findings: The difference between the average ratings of active and passive forms of classes in the context of acquiring theoretical knowledge is not statistically significant. However, the research confirmed that in the students' opinion, active learning adds more functional value in shaping practical skills than passive participation in classes. During the implementation of the analysed course, the highest rated learning methods were group workshops and solving tasks in groups.
Value added and limitations: The article presents how students assess the value of different forms of teaching in a lean management course. This study can provide guidance to researchers and teachers on how to improve courses in management studies in the context of shaping students' theoretical knowledge and practical skills. The article also indicates the possibility of using a method of measuring course quality that uses the concept of functional value. This study is limited to a case study of one course that included only selected learning methods.
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